Monthly Archives: December 2013

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Unit 3 Lesson 2: EBC Practice

Unit 3 Lesson 2

Unit/Topic:   Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

  1. 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.
  2. Guilt is as old as the DNA that defines our species.
  3. Human greed contributes to most of the crimes in the world throughout history.
  4. 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

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.

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.

 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

  1. Introduction to Lesson Agenda
  2. Do Now
  3. Exemplary Reading by a leading reader from the class
  4. “ True Crime,” paragraphs 5–11 Reading and Discussion
  5. Teacher modeling
  6. Students hands –on practice
  7. Quick Write
  8. 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.

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Unit 3 Lesson 1: The West is built on guilt

Unit/Topic:   Everyone is guilty of something

Enduring Understanding(s)

Students will understand –

  1. 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.
  2. Guilt is as old as the DNA that defines our species.
  3. Human greed contributes to most of the crimes in the world throughout history.
  4. 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

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.

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)

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) 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

  1. Introduction to Lesson Agenda
  2. Do Now
  3. Exemplary Reading by a leading reader from the class
  4. Paragraphs 1–4 Reading and Discussion
  5. Quick Write
  6. 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)

  1.  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 )
  2. What can be identified about this text from the title?( Students briefly discuss in pairs)
  3. 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
  4. 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.
  5.  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-

  1. Read paragraph 2 to paragraph 4.  
  2. 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.
  3.  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?

 

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Unit 2 Lesson 19: Character Analysis Tool

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

  1. 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.
  2. 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.
  3. Review and Contextualize the EBC Process:
The EBC is a three-step process in making evidence-based claims (EBC):

  1. Textual details: First take note of textual details that tell you about Romeo or Juliet
  2.  Text-to-text connections: Explain a connection you have made between these details
  3. 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.

 
  1. 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?
  1. Read lines 298–302. Discuss the TBQs- What does Montague offer to give Capulet? Hint: What is Montague really offering here?
  2. 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?
  3. Read lines  305–310 and respond: Who has made peace? Why might the Prince describe this peace as “glooming”?
  4. 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.
  5. Work in small groups: working as a group to find textual details and make a second inference about Romeo’s character.
  6. 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?
  7. 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.
  8. Teacher models the process.

 

Homework:

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

  1. 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.
  2. 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

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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

  1. 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.
  2. Introduce this lesson’s focusing question: Who or what is responsible for Juliet’s death?
  3. Read 5.3.139–170 aloud. Students are grouped based on  small, heterogeneous groups according to established protocols.
  4. 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?
  5. Lead a class discussion of lines 140–146, calling on groups to offer their answers
  6. 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?
  7. Lead a class discussion of lines 148–150, calling on groups to offer their answers
  8. 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?
  9. Lead class discussion of lines 151–159.
  10. 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?
  11. Lead a class discussion of lines 160–167.
  12. Read aloud lines 168–170 and discuss the TBQs- Whose dagger kills Juliet? What might this symbolize?
  13. Lead a class discussion of lines 168–170.
  14. 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.

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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

  1. 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.
  2. Listen to a masterful reading of 5.3.85–120.
  3. 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?
  4. 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.
  5. Complete a comparison activity using an annotation tool similar to the one you completed in Lesson 16. Hand out tool for Lesson 17.
  6. Work in your small groups and read aloud each passage, and then annotate connections, similarities, and differences they notice in word choice and content.
  7. 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.

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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

  1. 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.
  2. Springboard Question: What reason(s) does Juliet have for wanting to commit suicide? T We’ll learn to build on each other’s answers.
  3.  Listen to a masterful reading.
  4. 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?
  5. 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.
  6. 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.