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Unit 2 Lesson 9: Balcony Scene Part III

Unit 2 Lesson 9

Introduction

This is the final lesson in the three-lesson arc focusing on the iconic balcony scene, and it contains the Mid-Unit Assessment. The text selection for this lesson is Act 2.2.112–155, in which Romeo and Juliet exchange vows. Students will read this text selection closely, considering the ways in which Romeo and Juliet influence each other through conversation.

The three-lesson arc will culminate in a brief writing assignment, which is the Mid-Unit Assessment. Students will consider Romeo and Juliet’s character development throughout the entire balcony scene. Their claim will be supported by evidence from 2.2 as a whole.

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.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as draw inferences 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

Writing Assignment: Use the text selections found on your Mid-Unit Prep Tool and your own notes and annotations from Lessons 7–9 to answer the following question:
How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one

Writing Assignment: Use the text selections found on your Mid-Unit Prep Tool and your own notes and annotations from Lessons 7–9 to answer the following question:
How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene? Use evidence from the text to support your answer.

Vocabulary

  • procure (v.) – to obtain or get by care
  • inconstant (adj.) – changeable
  • inconstant (adj.) – changeable

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, W.9-10.2
  • Text: Act 2.2.112–155
  • Introduction of Lesson Agenda
  • Homework Accountability
  • Review responses from Step 5-9 & Quick Write from lesson 8
  • Text-Dependent Questions and Activities
  • Mid-Unit Prep Tool
  • Mid-Unit Assessment Independent Writing Assignment

Materials

Aim: How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in the iconic balcony scene?

Learning Sequence

  1. Talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment
  2. lines 2.2.2–3 and 2.2.104–105-What word can you find that is used in both these lines? How is it being used in each context?
  3. Listen to a masterful reading of 2.2.111–155.
  4. Read aloud the scene in your  groups, circling repeating verbs in the text.  Be ready to share with the class your responses to the questions: a.( lines 112–115)  How does Juliet’s description of “th’ inconstant moon” compare to Romeo’s description of the moon? What concern is Juliet expressing with this image? B. How does the use of light in lines 126–127 compare to how you’ve seen it used previously in this scene? What does this image represent for Juliet? C.  What imagery is Juliet using in lines 128–129? What does this image represent for Juliet? What fears might these two contrasting images express? D. Why does Juliet interrupt Romeo?( line 122) What can you infer about Juliet’s opinion of Romeo based on her interruptions?
  5. Read lines 132–148 aloud in your group. Discuss: What, according to Romeo, is “satisfaction”? How does Romeo’s desire for satisfaction compare to Juliet’s concern in lines 123–131?
  6. We are going to spend the rest of the class working on a writing assignment that addresses the entire balcony scene, but first you are going to use a tool to review the text and organize your thoughts and observations.

Mid Unit Assessment : Use the text selections found on your tool and your own notes and annotations from Lessons 7–9 to answer the following prompt:

How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene?  You may choose to focus their answer on either Romeo or Juliet but should focus on the character’s interactions with each other.

Homework: Students 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.

 

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Unit 2 Lesson 10: The Fight

Unit 2 Lesson 10

Introduction: In this lesson, students close read 3.1.57–113. In this excerpt, Tybalt kills Mercutio. Guided by a set of text-dependent questions, students will engage in a collaborative analysis of the multifaceted motivations of three of Shakespeare’s complex characters. These text-dependent questions will prompt students to explore Shakespeare’s figurative language and word choice in order to prepare students to respond independently to the three writing prompts found on their Lesson 10 Tool.

The first two prompts on the Lesson 10 Tool ask students to consolidate and summarize the analysis they have performed as a class. The final prompt asks that students independently develop a claim to address the lesson’s focusing question: Who is to blame for Mercutio’s death? Students will craft their response into a brief paragraph. This writing exercise will allow students to practice developing and supporting a claim by synthesizing information gathered throughout the lesson in order to structure an effective argument. For homework, students will briefly respond to a vocabulary focused writing prompt.

CC 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.9-10.1 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).
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Assessment: Complete the tool assigned

Vocabulary

  • appertaining (v.) – belonging or being connected as a rightful part
  • alla stoccado (n.) – a stab or thrust with a fencing sword
  • pilcher (n.) – a scabbard for a sword
  • rapier (n.) – a thin, light, sharp pointed sword for thrusting
  • passado (n.) – a thrust in fencing with one foot advanced
  • bandying (v.) – exchanging back and forth
  • sped (adj.) –  finished (archaic)
  • peppered (adj.) – ruined (archaic)
  • braggart (n.) – a person who brags about achievements or possessions

Materials

  • Film Tool: Stylistic Choices
  • Film Clip: Luhrmann’s Romeo + Juliet (55:57–1:00:10)
  • Lesson 10 Tool

Aim: How does Shakespeare use figurative language and word choice to develop his characters?

Unit 2 Calendar Update

11/18 Mon. Lesson 9     11/19 Tue Mid Unit Assessment              11/20 Wed. Lesson 10

11/21 Thur. Lesson 11 (Trip?)  11/22  Fri.  Lesson 12      11/25 Mon. LCT Workshop #1

11/26  Tue. Review      11/27   Wed. Lesson 13             12/02  Mon. LCT Workshop

12/03  Tues.  Lesson 14  12/04 Wed.Lesson 15    12/05  Thur. Lesson 16

12/06 Lesson 17 Friday  12/07 Mon LCT Workshop  12/08 Tue. Lesson 18

12/09 Wed. Lesson 19  12/10 Thur. Lesson 20 (End of the Unit)

Learning Sequence:

  1. Review the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7.
  2. Watch a clip of Luhrmann’s Romeo + Juliet (55:57–1:00:10). This clip encompasses the key events of 2.6 and introduces students to the events of 3.1, providing the necessary context for close reading of excerpt 3.1.57–113 in this lesson.
  3. Hand out blank copies of the Film Tool: Stylistic Choices.
  4. Hand out Lesson 10 Tool.  You will respond to the three writing prompts found on the tools.
  5. Reread lines 69–91 in their groups. A. What root word do you see in dishonorable (74)? How does the prefix dis- change the core meaning of this word? B. What does Mercutio find dishonorable? Circle the words in line 74 that act as clues. C. Based on what Mercutio does, what course of action does he believe to be honorable? D. Who is responsible for Mercutio’s injury? Underline the words from the text that support your answer.
  6. Do the second Quick Write: Why does Mercutio fight Tybalt?
  7. Reread lines 100–107.  A. Who does Mercutio say is responsible for his injury? Underline the lines in the text that makes you think so.  B. What phrase do you see repeated in this section? Underline it every time it appears. What does Mercutio mean by this? Who does Mercutio blame for his injuries here?
  8. Quick Write 3: Who is to blame for Mercutio’s death? Write a short paragraph, using evidence from these sections in your response.
  9. Collect the Tool.
  10. Small groups will read lines by characters of Benvolio, Tybalt, and Romeo. Read the entire excerpt (3.1.57–113) aloud in these groups.
  11. reread lines 57–66. At the same time, display the following questions for students to discuss in their groups. Student groups should be prepared to share their thoughts with the class. A. What reason does Romeo have to love Tybalt? B. What course of action does Romeo advocate in response to Tybalt’s insult? What in the text makes you think so?
  12. Discuss in class.
  13. reread lines 67–68. A. What clues in this sentence can help you to understand what Romeo means by tender in this context? Circle your answer and be ready to share. B. Why does Romeo “tender” the name of Capulet as “dearly as his own”? What shift in Romeo’s allegiances does this statement suggest?
  14. Lead a brief class discussion of student responses.
  15. Do the 1st Quick Write: Why won’t Romeo fight Tybalt? (Take two minutes to write a response or two or three sentences).

Homework: Reread aloud lines 100–107. The word grave can have several meanings. Offer two meanings that you think are appropriate in the context of this close reading, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself? Use evidence from the text to support your response.

 

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Unit 2 Lesson 8: Balcony Scene Part II

Unit 2 Lesson 8

This is the second lesson in a three-lesson arc that focuses on close reading of the iconic balcony scene from Romeo and Juliet. The text addressed in this lesson is Act 2.2.52–106.

This passage provides an opportunity for students to explore Romeo and Juliet in conversation with each other. Through a targeted exploration of word choice and figurative language, students will work toward an understanding of how complex characters develop through interactions with each other.

Students will continue working in the groups that were established in Lesson 7, as well as discussing observations with the entire class. For homework, students will continue to read their Accountable Independent Reading texts.

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 evidence 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 can you infer about Romeo and Juliet by comparing their use of language? Use evidence from the text to support your answer.

Vocabulary

  • bescreened (adj.) – hidden from sight
  • counsel (n.) – private thoughts
  • thine (pron.) – that which belongs to you
  • enmity (n.) – hatred
  • compliment (n.) – a formal act
  • perjuries (n.) – false vows
  • fain (adv.) – gladly
  • peril (n.) – danger
  • cunning (n.) – skill, charm
  • strange (adj.) – reserved
  • light (adj.) – of little weight, shallow, insubstantial

 

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
  • Text: Act 2.2.52–106
  • Homework Accountability
  • Introduction of Lesson Agenda
  • Opening Activity
  • Masterful Reading: Act 2.2.52–106
  • Text-Dependent Questions and Activities
  • Quick Write

Aim: What can you infer about Romeo and Juliet by comparing their use of language?

  • RL.9-10.1, RL.9-10.3, RL.9-10.4
  • Text: Act 2.2.52–106
  • Homework Accountability
  • Introduction of Lesson Agenda
  • Opening Activity
  • Masterful Reading: Act 2.2.52–106
  • Text-Dependent Questions and Activities
  • Quick Write

Materail:  Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334

Learning Sequence:

  1. Briefly discuss your responses to the rereading (2.2.1–51) and the prompt: Choose a specific line from both Romeo and Juliet that demonstrates the emotion Shakespeare is crafting in this scene.
  2. What is Juliet responding to in lines 56–57?
  3. listen to a masterful reading of 2.2.56–111.
  4. read aloud lines 56–62 in your small groups . Discuss: Why doesn’t Romeo know how to tell Juliet who he is? What relationship is Romeo establishing between his name and himself?
  5. read aloud in your groups lines 63–84. Discuss: a. According to Romeo, what power does love have? b. What concern is Juliet expressing in line 70? c. For Romeo, why is Juliet’s eye more perilous than twenty swords? What concern is Romeo expressing? D. What does Romeo prefer to life without Juliet’s love? How does this support your understanding of what Romeo values? E. What extended metaphor is Romeo constructing in these lines? What might this reveal about how Romeo understands his relationship to Juliet?
  6. Read aloud in your groups lines 90-95 and circle repeating words. fain means “gladly.” What does the use of fain in these lines reveal about how Juliet is feeling? Why might she be feeling this way?
  7. compliment means “formality.”  When Juliet says “farewell, compliment” to what is she saying good-bye? What shift might this indicate in her attitude?
  8. Read aloud in groups lines 90–97. Discuss: What concerns underlie Juliet’s requests? What might this reveal about how she understands her relationship with Romeo?
  9. 9.       Read aloud in groups lines 98–106. Discuss:  How does this description inform your understanding of Juliet’s intentions towards Romeo?
  10. Review the text you have just read and circle all the imagery found in Romeo’s lines. Then you will repeat the process for Juliet’s lines. Share: What do you notice about the use of imagery in Romeo’s lines versus Juliet’s lines?

Quick Write: What can you infer about Romeo and Juliet by comparing their use of language? Consider their main concerns in this excerpt

Homework:  Continue your 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.

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Unit 2 Lesson 7: The Balcony Scene

Unit 2 Lesson 7

This lesson is the first in a three-lesson arc that addresses Act 2.2, the balcony scene. Close readings will focus on building student understanding of Romeo and Juliet as they influence each other’s character development, as well as building shared knowledge of some of the most iconic lines in the play.

The reading is split at strategic points in the arc. The first lesson asks students to focus on soliloquies, one for Romeo and one for Juliet. The next lesson shows Romeo and Juliet in conversation with each other. The arc culminates in a writing assignment that comprises the Mid-Unit Assessment and asks students to consider character development across the three-lesson arc. This concentrated exploration halfway through the unit will prepare students to consider cumulative character development in the End-of-Unit Assessment.

Standards

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.
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 or 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).

 

Quick Write

Quick Write: Why do you think Shakespeare crafted the scene so that the audience is aware of Romeo’s presence before Juliet is aware?

Vocabulary

  • vestal livery (n.) – virginal appearance
  • doff (v.) – cast off
  • aloft (adv.) –  high above
  • baptized (v.) – gave a name to
  • discourses (v.) – speaks, talks

Agenda

  • Standards: RL.9-10.3, RL.9-10.4, RL.9-10.5
  • Text: Act 2.2.1–51
  • Homework Accountability
  • Masterful Reading: Act 2.2.1–52
  • Text-Dependent Questions and Activities
  • Quick Write

Materials:

Learning Sequence

  1. share your responses to the homework question: What has Juliet just discovered about Romeo?
  2. students listen to a masterful reading of 2.2.1–51. Respond: To whom are Romeo and Juliet speaking in this excerpt? How do you know?
  3. Read Romeo’s lines (1–32) aloud in their groups AND RESPOND: a. To whom is Romeo talking? How do you know? B. What phrase(s) or word(s) in lines 12–14 can help you make meaning of the word discourses? What can you infer about Juliet’s actions from the way Romeo describes her?
  4. Share your responses with the class.
  5. Read lines 33–49 aloud in their groups. Consider the following questions while you read:  To whom is Juliet speaking? How do you know? Hint: Consider how Romeo’s lines in this passage help support your answer.
  6. What does the audience know that Juliet does not know?
  7. Reread lines 33–36 aloud in the groups. Respond:  What does Juliet want Romeo to do? Why?
  8. Reread lines 43–44 aloud in your groups. In these lines, what relationship is Juliet establishing between the name of a thing and the thing itself?
  9. Reread lines 38–49 aloud in your  groups. How does Juliet’s claim about the nature of a rose apply to Romeo?  How might Juliet’s soliloquy have been different if she had known Romeo was listening? Hint: Count the number of lines Juliet has in this scene. How does this compare to her earlier speeches?
  10. Share the responses with the class.
  11. Finish reading lines 49–51 in the groups. Respond:  What course of action has Romeo just taken? How does this affect the scene? Share with the class.

Quick Write: Why do you think Shakespeare crafted the scene so that the audience is aware of Romeo’s presence before Juliet is aware? Remember to use evidence from the text to support your answer.

Homework: Re-read the text from this lesson and respond in writing to the following task: Reread the text from this lesson (2.2.1–51) and choose a specific line from both Romeo and Juliet that demonstrates the emotion Shakespeare is crafting in this scene. Use evidence from the text to support your choice.

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Unit 2 Lesson 6: Love at First Sight (continued)

Unit 2 Lesson 6: Love at First Sight (continued)

Introduction:  In this lesson, students will continue their close reading analysis of Romeo and Juliet’s first encounter at the Capulet Ball (1.5.104–122). Students will explore how Juliet’s response to Romeo’s initial overture shapes the dialogue that follows and what this increasingly intricate interaction might reveal about these two complex characters.  This lesson continues the focus from Lesson 5 on Shakespeare’s use of imagery. The Stage Directions Tool and a related set of text-dependent questions prompt students to generate stage directions and paraphrase actions at key points in Romeo and Juliet’s dialogue. This process will encourage students to make meaning of the sequence of events in this highly metaphorical scene, as well as make inferences about character motivation.

Standards

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 can you learn about Juliet from the way that she responds to Romeo? Use evidence from the text to support your response.
  • Stage Directions Tool

Aim: What can you learn about Juliet from the way that she responds to Romeo?

Material: Stage Directions Tool

 Agenda

  • Homework Accountability
  • Masterful Reading: Act 1.5.104-122
  • Text-Dependent Questions and Stage Directions Tool
  • Quick Write

Learning Sequence

  1. Distribute Stage Directions Tool. Discuss  and check homework (How does Romeo’s initial approach towards Juliet compare to his approach towards Rosaline?)
  2. Listen to the recording of Act 1.5.104-122
  3. Reread Juliet’s first 4 lines aloud9108-112), and then discuss the following questions. Be prepared to share with the class.  A. What familiar word(s) do you see in mannerly ? What does Juliet mean by “mannerly devotion” ?  B. How does Juliet feel about Romeo’s advances? Use evidence from the text to support your answer. C . How does Juliet respond to Romeo’s attempt to kiss her hand? How does this response draw upon the metaphor Romeo constructed in lines 104-107 D. How do you think Juliet might communicate this message with her actions? Suggest a stage direction that tells the actor what to do. Record your stage direction on your tool.
  4. Share your responses to the questions in class.
  5. Reread lines 112-113 and respond:  What is Romeo’s reply to Juliet? Paraphrase in your groups and record your answer in the appropriate box on your tool.  Paraphrase Juliet’s response. Record your answer on your tool.
  6. REREAD LINES 114-121, discuss in your group: A. What course of action is Romeo suggesting to Juliet when he says “let lips do what hands do”?  B. According to Juliet, what do saints do? What do saints not do?  Why can’t saints move? C. How is Juliet using the metaphor of saints and pilgrims as a response to Romeo’s plea for a kiss? Write a stage direction to accompany line 104 that clearly expresses what you think Juliet is telling Romeo in this sentence. Record your response in your Stage Directions Tool.

Quick Write: What can you learn about Juliet from the way that she responds to Romeo? Remember to use evidence from the text to support your answer. Hand in both your Quick Write and Stage Directions Tool at the end of class.

Homework: Read lines 1.5.148-155 and respond to the following question: What has Juliet just discovered about Romeo? Be prepared to hand in your response at the beginning of Lesson 7.

 

 

 

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Unit 2 Lesson 5: Love at First Sight

Unit 2 Lesson 5

Introduction:  In this lesson, students will begin a close reading analysis of Romeo and Juliet’s first encounter at the Capulet Ball . Students will focus on Romeo’s initial overture to. Slowing down the pace and unpacking Romeo’s first four lines will enable students to construct the complex foundational understanding necessary for their continued engagement with this multifaceted extended metaphor. In Lesson 6, students will continue their analysis of this excerpt as they explore how Juliet’s response shapes the dialogue that follows, and what this increasingly intricate interaction might reveal about these two complex characters.

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.9-10.1: 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).

CCSS.ELA-Literacy. CCRA.R.7 : Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Assessment: Stage Direction Tool

Aim: How does Romeo and Juliet express each other’s feelings at the first sight? 

Vocabulary:

  •  shrine (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead
  • pilgrim (n.) – one who travels to a shrine or holy place as a devotee
  • saint (n.) – one who is officially recognized after death as being holy
  • palmer (n.) – another word for pilgrim
  • purged (v.) – gotten rid of; cleared of guilt
  • trespass (v.) – to sin; to enter someone’s land illegally
  • prodigious (adj.) – being an omen (obsolete)
  • profane (v.) – to treat something sacred with contempt or irreverence

Agenda

  • Homework Accountability
  • Watch Romeo + Juliet [27:57–30:26]
  • Opening Activity
  • Text-Dependent Questions and Activities
  • Stage Directions Tool

 Materials:

  • Film Tool: Stylistic Choices
  • Film Clip: Romeo + Juliet [27:57–28:46]
  • Stage Directions Tool

Learning Sequence

  1. talk in pairs about how they can apply their focus standard to their text.
  2. Pass out blank copies of the Film Tool: Stylistic Sheet and watch the film.
  3. Students record the main events and share in class.
  4. Hand out Stage Directions Tool .Follow along on your tool as you listen to a masterful reading of lines 104-111.
  5. Provide an explanation of imagery, for example: Authors use descriptive language to create imagery. Imagery can have different functions in the text. Sometimes these visual pictures add detail to an author’s description; other times authors employ figurative language to make a comparison that helps illustrate a point the author or character is trying to make.
  6. Reread Romeo and Juliet’s dialogue (1.5.104–111) and identify and circle all the images in this passage in your tool. share the images you have identified. Respond: What do all these images have in common?
  7. Read through Romeo and Juliet’s dialogue again and underline any other words associated with religion on your tool.  Respond:  a. What is the holy shrine that Romeo’s hand is unworthy to touch? b.  How can this description help you to understand the meaning of the word profane (92) in this context? C. What is Romeo comparing his lips to? Underline the words in the text. Using the vocabulary box at the bottom of your tool, paraphrase what you’ve underlined. D. . What gentle sin are Romeo’s lips about to commit? E. How might your understanding of this passage change if the word gentle (in “gentle sin”) was replaced with rough? How does the adjective gentle inform your understanding of Romeo’s tone and intention in this passage? What other adjectives in lines 92–95 support this understanding? F.  Refer to the definitions of pilgrim and shrine at the bottom of your tool. What extended metaphor is Romeo constructing in these first four lines?
  8. stage directions tell the actors what they will be doing as they speak their lines.
  9. Respond to the following questions in pairs: If you were going to write a stage direction for Romeo to accompany the first four lines of this scene, how would you direct the action? Take a minute to think independently, then discuss with your partner. Share in class.
  10. Frame a model stage direction to accompany these lines.
  11. Record this collaboratively formed stage direction on your own tool. You can refer to this stage direction as a model in your continued work with this tool in the next lesson.

Homework: Reread a portion of the excerpt from this lesson and respond briefly in writing to the following question: How does Romeo’s initial approach towards Juliet compare to his approach towards Rosaline?  Be ready to hand in your written response at the beginning of the next lesson.

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Unit 2 Lesson 4: Juliet’s Disposition on Marraige

Unit 2 Lesson 4: Juliet’s Disposition on Marraige

Introduction:

In this lesson, students continue to build their close reading skills as they explore the excerpt 1.3.64–100, in which Lady Capulet discusses marriage with Juliet.

This lesson is the students’ first introduction to Juliet in the play, and, though her dialogue is brief in this scene, a close reading here will give insight in later lessons about her development as a character. Students will focus their analysis on a comparison of Juliet and Lady Capulet’s attitudes toward love and marriage. Students will consider word choice, imagery, and language to frame their analysis.

Students will engage in rich discussions with a partner, a small group and the whole class, as well as complete a brief writing assignment to close the lesson.  For homework, students will continue to read their Accountable Independent Reading texts.

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.9-10.1 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).
ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

 

Assessment

Quick Write: What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s? Offer at least two pieces of text-based evidence to support your answer.

 

Vocabulary

  • esteem (adj.) – well-bred, from a good family (see footnote)            
  • valiant (adj.) – full of courage, brave
  • lineament (n.) – distinctive feature of the body, especially of the face
  • margent (n.) – archaic use of ‘margin’ meaning outer limit
  • dispositions (n.) – frame of mind, attitude, temperament

 

Aim: What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s?

Agenda

  • Homework Check and Share
  • Opening Activity
  • Film: Romeo + Juliet [13:36–17:05]
  • Text-Dependent Questions and Activities
  • Quick Write

Materails

  • Film Tool: Stylistic Choices (see Lesson 2)
  • Film: Romeo + Juliet [13:36–17:05] DVD

 

Learning Sequence

  1. How did Romeo describe Rosaline in yesterday’s lesson?  Select as many words from the scene as possible to respond to the question.
  2. Distribute blank copies of the Film Tool: Stylistic Choices. Show the film. [15:21–17:05] (DVD)
  3. Share your observations about the film
  4. Read lines reread lines 68–80 in small groups. Discuss the questions in your groups before sharing out with the class: A. 1. What words or phrases in line 70 can help you make meaning of the word dispositions? What synonyms can you offer for dispositions? B.  What is Lady Capulet asking Juliet? What can you infer about Juliet from her response?
  5. read lines 75-80 in your groups and complete these activities: A. Find and circle the references to motherhood. Based on these references, what can you infer about Lady Capulet’s attitude toward marriage? B.  According to Lady Capulet, why should Juliet begin to think about marriage?
  6. read lines 81-100 in your groups. Discuss the questions in small groups  before sharing out with the whole class. A. When and where will Juliet see Paris for herself? B. When and where will Juliet see Paris for herself? C. What is the cumulative effect of the words, phrases and comparisons used to describe Paris? D. What can you infer about Lady Capulet’s attitude toward marriage? Circle vocabulary or phrases that can help you make a claim about Lady Capulet’s attitude toward marriage. Write down any observations you make about the way she is speaking in this passage.
  7. read lines 101-105 in your groups. Discuss the questions in small groups  before sharing out with the whole class. A. What difference in word choice do you notice between Lady Capulet in line 102 and Juliet in lines 103? B.  Consent as a noun is generally defined as “permission.” How is Juliet using consent in line 105? How would line 105 be different if consent was replaced with “command”? C. What can you infer about Juliet’s reply based on your understanding of her use of consent?

 

Quick Write (will be collected): What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s? Offer at least two pieces of text-based evidence to support your answer.

Homework: continue to read your Accountable Independent Reading through the lens of their focus standard and prepare for a 1-2 minute discussion of your text based on that standard.

 

 

 

 

 

 

 

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Unit 2 Lesson 3: Romeo’s Unrequited Love

Unit 2 Lesson 3

Introduction:  In this lesson, students will continue to develop their close reading skills as they resume their exploration of the short excerpt 1.1.206–236 begun in Lesson 2. In this passage, Romeo discusses his unrequited love for Rosaline with his cousin Benvolio.

Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order to continue to build upon the foundation of their unit-long exploration of Romeo’s character development. In conjunction with Lesson 2, Lesson 3 establishes 1.1.206–236 as a point of origin for future analysis of how Romeo’s character unfolds throughout the play, revealed by Shakespeare’s language and syntax, and Romeo’s interactions with other characters.

Aim: What can you infer about Romeo from the way that he describes Rosaline?

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 and tone.
ELA-LiteracyCCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

 

Assessment

Quick Write: What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Cite specific evidence from the text to support your response.

 

Vocabulary

uncharmed (adj.) – immune to; not charmed by

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, RL.910.4, ELA-Literacy.CCRA.R.7
  • Text: 1.1.206–236
  • Homework Accountability
  • Masterful Reading 1.1.206–236
  • Text-Dependent Questions and Activities
  • Quick Write

Learning Sequence

  1.  Today’s analysis will begin with a short audio performance. Play the audio of Act 1.1.206–236 (14:35–16:14). Follow along in your text and be prepared to offer your first impressions to the following question: What are Romeo and Benvolio discussing?
  2. Class debrief of student observations.
  3. Vocabulary study: Read lines 206–209 aloud to the class. Review the definitions of proof and chastity ; Define the word proof in context. The meaning is different from the way the word is generally used. Here it means “armor” not “evidence.”
  4. Reread  lines 206–207 in pairs and then discuss how you might use the definitions of proof and chastity to answer the following question: A)Why will Rosaline “not be hit with cupid’s arrows”? (1.1.206–207) Reread lines 206–209 in pairs and underline the words that are related to the definition of proof we have discussed. Then, respond to the following question: What is the relationship between Romeo and Rosaline?
  5. Mid Lesson Quick Write: Do Romeo and Rosaline feel the same way about their relationship? Be sure to use evidence from the text to support your answer .
  6. Share the Quick Write. Respond:  Based on your analysis up to this point, what clues in line 208 can help you to understand what the word uncharmed (line 209) means?
  7. Form pairs and read lines 209–212 aloud. For a Think-Pair-Share activity, A. What clues from lines 206–209 can help you to understand the meaning of the adjective assailing in line 211? B. Take a closer look at lines 209–212, dig deeper. Can you find other evidence in the text to support the claim you made in Lesson 2(Do Romeo and Rosaline feel the same way about their relationship?) Be ready to discuss your observations with the class. C. What is Romeo’s courtship of Rosaline compared to? Cite evidence from the text to support your answer.
  8. In pairs, continue reading the selection . Draw lines between pairs of rhyming words. Then, discuss ( write down the answer ) the following questions with your partner.  A. How does Romeo’s speech compare to Benvolio’s? Hint: consider word choice, pacing, and structure. B. What can the differences you identified with your partner reveal about these two characters? C. Look carefully back through the entire excerpt. What words does Romeo use repeatedly? D. What is Benvolio’s advice to Romeo? What does this suggest about his attitude towards Romeo’s infatuation with Rosaline?
  9. Share your pair responses with the whole class.

Quick Write ( I’ll collect your responses): What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Support your ideas with evidence from the text. ( Write your response on a loose leaf.)

Homework:

1. Review and expand their notes from today’s lesson

2. Use Reading Standard Three as a focus standard to guide your’ Accountable Independent Reading and write your air log.

Here is a model–

Reading Standard 9-10.3 for informational texts asks students to “analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.”

 Students who have read an article on global warming might say, “The article began with an anecdote about polar bears and how they’re having a hard time finding solid ice to live on in the Artic. The article then talked about the root causes of that problem: how pollution like toxic chemicals emitted by manufacturing has depleted the ozone layer over the past century. This has led to some of the warmest temperatures on record in recent years, which has directly affected species’ habitats like the polar bears described in the beginning of the article.”

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Unit 2 Lesson 2: Analyzing a Film Clip of R&J

Unit 2 Lesson 2

Introduction: In this lesson, students will develop their close reading skills as they begin to work carefully through the short excerpt Act 1.1.206–236. In this passage, Romeo discusses his unrequited love for Rosaline with his cousin Benvolio. Students will complete their close reading of this passage in Lesson 3.

Activities involve reading aloud, discussion and reflection, and writing work in tandem with a set of text-dependent questions to guide students in their exploration of the unifying focusing question of this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline? Student work in this lesson will lay the groundwork for this exploration, while Lesson 3 will prompt students to draw upon and further their initial analysis.

Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order to begin their unit-long exploration of Romeo’s character development. This passage is students’ introduction to the character of Romeo. As such, it acts as a point of origin for student analysis of how Romeo’s character unfolds throughout the play as revealed by Shakespeare’s language and syntax, and Romeo’s interactions with other characters.

This lesson also functions as an introduction to Baz Luhrmann’s film Romeo + Juliet, which will be used regularly throughout the unit to supplement close readings of the text. Students will watch Luhrmann’s representation of the events of 1.1 that precede a close reading of excerpt 1.1.206–236. This first section of film will introduce students to many of the key characters of Shakespeare’s play, as well as facilitate understanding of the key events that lead up to Romeo’s discussion with Benvolio.

Additionally, this lesson will introduce students to critical viewing strategies via Film Tool: Stylistic Choices, a tool that will accompany the film throughout the unit and encourage students to think critically about Luhrmann’s stylistic choices as well as assist in the collection and organization of notes on the sequential structure of the play. This tool will ensure that film viewing remains a purposeful, critical, and rigorous classroom activity.  For homework, students will expand this lesson’s Quick Write assessment response to include additional pieces of textual evidence.

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.
Addressed Standards
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 develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Assessment

Assessment(s)
Quick Write: Draw upon your understanding of the metaphor that Romeo has constructed in lines 206–209 to answer the following prompt: Do Romeo and Rosaline feel the same way about their relationship?

Vocabulary

  • Dian (n.) – a reference to Diana, the Roman goddess of hunting and chastity
  • proof (n.) – in this context, armor
  • chastity (n.) –  virginity, celibacy
  • posterity (n.) – all future generations
  • forsworn (v.) – relinquished under oath
  • doctrine (n.) – a set of beliefs held and taught by a church, political party, or other group
  • assailing (v.) –  making a violent attack on

Lesson Agenda/Overview

  • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
  • Text: Act 1.1.206–236
  • Homework Accountability
  • Film: Excerpt from Baz Luhrmann’s Romeo + Juliet (2:37–13:35)
  • Masterful Reading: BBC Radio Production of 1.1.206–236 (14:35–16:14)
  • Text-Dependent Questions and Activities
  • Quick Write

Materials

Film Tool: Stylistic ChoicesFilm: Excerpt from Baz Luhrmann’s Romeo + Juliet (2:37–13:35)Masterful Reading: BBC Radio Production of 1.1.206–236 (14:35–16:14)

 Learning Sequence

  1. Review the agenda and share the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4
  2. Lead a brief class discussion on student summaries of the Prologue (assigned as homework in Lesson 1). Collect homework.
  3. Show an 11-minute clip of Baz Luhrmann’s 1996 film Romeo + Juliet (2:37–13:35;). This clip will introduce many of the key characters of Shakespeare’s play, as well as facilitate understanding of the events that lead up to the excerpt that students will analyze in this lesson and the next.
  4. Hand out Film Tool: Stylistic Choices. Review the categories on the film tool and answer any clarifying questions. Students will use this tool to develop critical observations of Luhrmann’s stylistic choices, as well as provide a means to organize the key events of the play. You will be provided with a new, blank copy of this tool every time we view the film. The film will be paused at strategic points so that the class can collaboratively generate observations.( In the following  lessons, the tool will facilitate independent note-taking. Students can refer to this initial collaborative work as a model when necessary).
  5. Begin film clip. Pause at the end of each segment as designated below, and ask for student observations. Use the observations to fill out the tool.  Segment 1—2:37–9:15;Segment 2—9:15–9:35; Segment 3—9:36–12:05;Segment 4—12:06–13:35.
  6. Record the class-generated observations on your tool for future reference.
  7. Lead a brief class discussion on Luhrmann’s representation of 1.1. Scaffolding questions include the following: A). Where are these scenes set? How does this influence your understanding of the action? B) What important props did the characters use in these scenes? How do the props help convey the action? C) 3. How were the characters dressed? What might their costumes suggest about these characters? D) What sounds did you hear? What effect is Luhrmann creating with these sounds? E) What did you notice about the lighting in each scene? Why do you think Luhrmann made these choices?
  8. Today’s analysis will begin with a short audio performance. Listen to the audio of Act 1.1.206–236  beginning with “Tut, I have lost myself…”( 12:14) to “Examine other beauties”. Follow along in your text and be prepared to offer your first impressions to the following question: What are Romeo and Benvolio discussing?
  9. Class debrief of student observations.
  10. Read lines 206–209 aloud to the class. Review the definitions of proof and chastity .
  11. Define the word proof in context. The meaning is different from the way the word is generally used. Here it means “armor” not “evidence.”
  12.  Reread  lines 206–207 in pairs and then discuss how you might use the definitions of proof and chastity to answer the following question: A)Why will Rosaline “not be hit with cupid’s arrows”? (1.1.206–207) Reread lines 206–209 in pairs and underline the words that are related to the definition of proof we have discussed. Then, respond to the following question: What is the relationship between Romeo and Rosaline?

Quick Write: Respond to the following Quick Write prompt:

Do Romeo and Rosaline feel the same way about their relationship? Be sure to use evidence from the text to support your answer. At the beginning of the next class, we will use your written response as a starting point for continued analysis of 1.1.206–236 in Lesson 3.

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Unit 2 Drama Lesson 1: Prologue

Unit 2 Drama Lesson 1

Introduction: In this first lesson of the unit, students will build their close reading skills as they work carefully through the fourteen-line prologue of Shakespeare’s Romeo and Juliet. This lesson serves as the initial exposure to Shakespearean language and the entry point to comprehension of the text. This fluency is crucial to establish early on, as students will be exploring Romeo and Juliet through a series of excerpted close readings. At the end of class, students should be able to navigate the language to derive meaning and complete an open-ended Quick Write that challenges students to begin grappling with the complexity of this iconic text.

Standards

Assessed Standard(s)
RL.9-10.4 Determine the meanings 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).
Addressed Standard(s)
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.

Assessment

Assessment(s)
Quick Write: In the Prologue, what relationship does Shakespeare establish between love and hate? How do his specific word choices illustrate this relationship? Use evidence from the text to support your answer.

 

Vocabulary

Vocabulary to provide directly (will not include extended instruction)
  • dignity (n.) – honorable status
  • loins (n.) – reproductive organs
  • fatal (adj.) – causing death
  • overthrows (n.) – ruins, downfalls
  • doth (v.) – (archaic) does
  • strife (n.) – angry fight
Vocabulary to teach (may include direct word work and/or text-dependent questions)
  • prologue (n.) – an introduction
  • civil (adj.) – relating to ordinary citizens; polite or courteous
  • misadventured (adj.) – misfortunate or ill-fated
  • piteous (adj.) – deserving of pity; sad

 

Agenda

  • Standards: RL.9-10.1, RL.9-10.4
  • Text: Act 1.Prol.1–14
  • Homework Accountability: AIR LOG
  • Opening Activity
  • Masterful Reading and Prologue Handout
  • Text-Dependent Questions and Activities
  • Quick Write

Learning Sequence:

  1. Share the standards for this lesson: RL.9-10.1, RL.9-10.4.
  2. Clarify what goes in the AIR Log
  3. What do these words have in common? What does this similarity reveal about the meaning of these words -progressive, prototype, proactive, and prologue
  4. Distribute a copy of the Prologue to each student. You will listen to a masterful reading of the Prologue(http://etc.usf.edu/lit2go/201/romeo-and-juliet/4314/prologue/) before you begin reading it on your own.
  5. In small groups ( change the grouping), discuss the text in more depth and record insights. A) Read the first four lines aloud; Find and circle repeating words in lines 1–4; share the repetitions that you identified.
  6. Discuss in the whole class the use of “civil”- as in “where civil blood makes civil hands unclean” (1.Prol.4). a)Used as an adjective, civil is generally defined as “polite.” Replace the first appearance of the word civil in line 4 with the word polite. How does this substitution change your understanding of the sentence? B) Civil can also be defined as something that relates to ordinary citizens (e.g., civilians). Replace the first appearance of civil with the word civilian. How does this substitution change your understanding of this sentence?
  7. Pay attention to the second use of the word civil in the Prologue, “where civil blood makes civil hands unclean” (line 4). Whose hands are being made “unclean”? What words and phrases can you find in lines 1–3 to support your understanding of this second use of civil in line 4?
  8. Now consider both uses of the word civil. Question: What are two different ways you can mix and match the definitions in line 4? Paraphrase the meaning of each sentence you generate. Which meaning supports the claim you made in your answer to the question?
  9. Why do you think Shakespeare uses civil in two different ways in the same sentence?  ( in small groups)
  10. After the whole class discussion, we’ll reread lines 1–4. Respond: What is at stake in this ancient fight?
  11. In small groups, read lines 5–8. Take note of your observations in your groups and be prepared to share in a class discussion.  What happens to the lovers? What adjective in line 5 supports your answer?
  12. As a whole class, we’ll dissect lines 7 and 8: a) Look at the word misadventured in line 7. What familiar word can you find in misadventured? What does this word mean? How does the prefix mis- change your definition? B) What familiar word do you hear in piteous? How can this familiar word help you to understand what piteous means in this context? C) What tone or mood does Shakespeare create in this passage through these two words? D) What does the death of the “star-cross’d” lovers accomplish? Notes: overthrows in this context means “downfalls” or “ruins.”
  13. Read lines 9–11 and answer the following questions in your groups: a) How can you use lines 9–11 to support and strengthen the claim you made about what the death of the star-crossed lovers accomplishes?
    1. Read and annotate lines 12–14 and answer the following questions in groups: A)Who is “our” in line 12? Who is “you” in line 13? B) What does the CHORUS ask you to do in the final three lines?

Quick Write: In the Prologue, what relationship does Shakespeare establish between love and hate? How do his specific word choices illustrate this relationship? Use evidence from the text to support your answer.

Homework: The Prologue provides an overview of the “two hours’ traffic of our stage.”  In two well-constructed sentences, provide a brief summary of the events that the Prologue previews.

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Unit 1 Lesson 18: Connecting with the Real World

Lesson 18

Objectives: Students will  complete one of the assignments below in a small group and present their charted ideas to the class.

Aim: Why are adaptation and alienation still big issues in the real world?

Agenda

  1. Assign the task to each group
  2. Small group work together to respond to the prompt
  3. Small group present to the class using info on the chart paper
  4. Quick Write

Learning Sequence:

  1. Assign each group a task or group pick a task
  2. Each group will visit the website and read the text before responding to the prompt
  3. In the small group share notes and respond to the prompt.
  4. Each group writes their ideas on a chart paper. Remember to use key vocabulary and terminology in your writing (Voc. handout). 
  5. Each group will present idea to the class.

    Task: In order to complete the group  project, students will do the following-

Option 1: Read the text about Native American boarding schools  (http://www.pbs.org/indiancountry/history/boarding.htmland compare “St. Lucy’s Home for Girls Raised by Wolves” with Native American boarding schools.  Find comparisons between the treatment of Native Americans and St. Lucy’s students and how both groups react to their new surroundings.

 Option 2: Select a true account of an immigrant from the LOC site below. Find parallels between the assimilation of the girls at St. Lucy’s and immigrants to America. See the URL below for the Library of Congress’s collection of immigrant stories.

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/interv/toc.php

Quick Write: How did the close reading change your understanding of the story? What parts of the story were more developed for you?

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Unit 1 Lesson 17: Essay Revision

Lesson 17

Objectives: Students will to peer review their final literary analysis essay and  use the checklist to provide feedback

Aim: How precise is your evidence and  language used  to write your analysis?

Agenda

  1. Make an  announcement about submission of one entry of Cornell notes and reading log
  2. Handout and go over the checklist
  3. In pairs, students will do peer review of the essay
  4. Teacher-student conferencing
  5. Park the additional questions for the analysis essay or unit 1
  6. Quick Write: Reflection on Unit 1 and 1st Marking Period

Learning Sequence:

  1. Students will read the checklist for the essay and ask questions if they have any to clarify
  2. In pairs, students will peer review each other’s essay . Use Post-It for comments ( Bravos, Suggestions, Confusions)
  3. While students do the peer review, there will be brief conferencing with individual students
  4. Students will park their additional questions about the essay or unit on the chart paper
  5. The whole class will convene and share the experiences and evidence of good skills such as citing strong evidence using precise language, providing insightful analysis etc.

Wrap Up: Quick Write-

Write a self-reflection: How did I do in the marking period ( unit)? What have I learned or have not learned? What could I improve? What could I have done better?

———————————————————————————————-

Check List for the Literary Analysis Essay Check List

-based on Karen Russell’s short story “Girls Raised by Wolves at St. Lucy’s Home”

Introduction

  1. Introduce the text, the author
  2. Respond to the essay prompt
  3. Thesis statement( Claim ) – state your position on the argument topic

 Body Paragraph

  1. Topic sentence based on the  stage from which you will select evidence and analyze
  2. Context  of the evidence
  3. Supporting ( textual )evidence ( page number, 2-3 piece of evidence)
  • Direct quotations ( a single word, a phrase, or a sentence)
  • Paraphrased evidence in your own words
  • Summary of an incident
    4. Analysis
  • Explanation of your evidence (interpretation) – what is your understanding of the cited evidence?
  • Analysis (making connection between your evidence and the topic sentence): how does the evidence support your claim ( topic sentence)?
  • Clinching sentence

Conclusion

  • Restate your position in different words- review the main ideas and text analysis
  • Never provide new evidence and further analysis

 

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Unit 1 Lesson 16: End of the Unit Essay

Unit 1 Lesson 16

Introduction: The purpose of Lesson 16 is to prepare students for the) End-of-Unit Assessment. This lesson prepares students to write formally using strong and thorough textual evidence to analyze character development over the course of the story. Students will be introduced to the End-of-Unit Assessment prompt and will engage in an evidence-based debate about the prompt. Students will also briefly discuss the NY Regents Text Analysis Rubric to aid in the planning and organizing of their writing for homework.

Standards

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.

SL.9-10.1c: 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.

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

 

Assessment: Quick Write: We have debated about whether or not Claudette was integrated successfully into human society. Regardless of the position you took, do you think Claudette (or any of the girls) should be integrated into human society? What evidence in the text supports your thinking?

Vocabulary

Use the following Tier 2 /academic vocabulary words in your evidence-based assessment planning.

adapted host culture civilized epigraph
stages culture shock purgatory commandment
remedied ostracized recoiled delectable
generalizations captivity assault conferred
kempt barbarity eradication bipedal
overstimulating disorienting conjure rehabilitated
catechism purebred shunned foreign

 

Agenda

  • Introduction of Unit Assessment
  • Unit Assessment Planning

 

Learning Sequence:

  1. Hand out to each student the End-of-Unit Assessment prompt.
  2. Read independently the End-of-Unit Assessment prompt: According to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns “would make us naturalized citizens of human society.” At the end of the story, was Claudette successfully integrated into human society? Write an essay using evidence from the text to support your position. Structure your response by using the Stages from the Jesuit Handbook on Lycanthropic Culture Shock.
  3. Respond to the following questions- a) In your own words, what is this essay prompt asking? B) What is a position, according to this essay prompt? C) What are the possible positions you can take in your essay response? D) How are the stages going to play a role in your essay response?
  4. You can choose whatever side you want to write about. However, High Performance Responses will adequately defend their position, no matter what it is. Use the notes from the Planning Tool and Debate.  In addition, you must explain why the text evidence supports your position (this is the text analysis), where the evidence came from (page number and stage), and include appropriate and important vocabulary from the text.
  5. You will be responsible for writing the page number associated with your text evidence in the End-of-Unit Assessment.
  6. Let’s look at our Evidence-Based Debate Planning Tool and the debate notes captured. What were the various reasons, discovered through the evidence-based debate, that demonstrate Claudette’s successful or unsuccessful integration into human society? Write the information on the tool paper if you have not done it already.
  7. We’ll start writing the essay in class. Keep the qualities of the first two boxes of the NY Regents Text Analysis Rubric in mind (Content and Analysis/Command of Evidence) when writing.  Use your “St. Lucy’s” text in order to paraphrase, quote evidence correctly, and to cite page numbers associated with textual evidence.

Homework: Finish the essay at home. Due on Tuesday.

 

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Unit 1 Lesson 15: Debate

Unit 1 Lesson 15

Introduction

This lesson is to prepare students for the  End-of-Unit Assessment. It prepares students to write formally using strong and thorough textual evidence to analyze character development over the course of the story. Students will be introduced to the End-of-Unit Assessment prompt and will engage in an evidence-based debate about the prompt. students will have a debate work on adding introductions and conclusions to the written response .This will continue to build some initial skill around the writing process they will develop more fully later in the year.

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.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 referenced here.)
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.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

 

Assessment: Students will write a response to the following prompt-

How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea?

Learning Sequence:

  1. Talk to your “debate” team members and share notes in the Planing Tool to get ready for the final debate on the assigned position. The debate is a way to help you think about the final assessment writing before you begin to write. It will help you gather strong and thorough evidence that will be used to help you analyze character development over the  course of the story. The debate provides you a way to find textual evidence to support a position they may take on the assessment prompt.
  2. Review  the Evidence-Based Debate Planning Tool to each student. Each small group must gather evidence arguing their assigned position using the tool. In addition, you must explain why the text evidence supports your position (this is the text analysis), where the evidence came from (page number and stage), and include appropriate and important vocabulary from the text.
  3. Each team will present their evidence to support their position. Each side of the position shares three pieces of strong textual evidence that supports your position.  As each side of the position shares, the other sides should take notes to rebut the evidence presented with text evidence from their position.
  4. Rebut means “to challenge or oppose evidence presented.” You should look for ways to challenge or oppose evidence presented by the opposing side, or position.
  5. Each team will use their evidence to rebut other teams’ argument. After each group shares its three pieces of text evidence, the groups can take turns rebutting or providing more evidence to debate.Take a few minutes to prepare rebuttals and additional evidence. Use the language frames discussed  in the unit. Even though this is a debate and you are arguing, respectful discussion is integral to the success of academic debate.
  6. Whiling listening to each team’s argument, jot down ideas or evidence you find convincing. Save your notes in the Planning Tool as well the additional notes you  have jotted down. You may need the information later for your essay.
  7. Now we have had our debate, reflect on “What were the various reasons, discovered through the evidence-based debate, that demonstrate Claudette’s successful or unsuccessful integration into human society? “
  8. Share Debate Evidence Samples( teacher-version). Take notes while listening.
  9. Assessment-Respond to the following Writing Prompt:
How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This well-developed response should have multiple pieces of textual evidence from different stages of development.

10. Work in pairs to add an Intro and Conclusion to your response. 

  1. Use the following questions to discuss about an introduction: a)What is the purpose of an introduction? B)What should you write in an introduction when answering a question about literature?  C)What should not be included in an introduction? D) What additional information does the Text Analysis Rubric provide about writing an introduction?
  2. Use the following questions about conclusions: a)What is the purpose of a conclusion? B)What should you write in a conclusion when answering a question about literature? C) What should not be included in a conclusion?

Homework: Write an Introduction and Conclusion to your response based on the components discussed today in class.

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Unit 1 Lesson 14: Presentation and Final Analysis

Unit 1 Lesson 14

Introduction: This lesson is a continuation of the activities in Lesson 13. Student groups will participate in a presentation that shows their group’s analysis of a stage of development from “St. Lucy’s Home for Girls Raised by Wolves.” While each group presents, students will further develop the annotations of their texts and add to their vocabulary homework assignment from Lesson 13. The annotations compiled during this lesson will be used in the End-of-Unit Assessment to form an analysis of the short story in its entirety (pp. 225–246). At the conclusion of this lesson, students will use the annotations and information they learned from the presentations to write a piece that integrates their knowledge of the entire short story. The prompt asks students to analyze the text structure Russell utilizes and use multiple pieces of textual evidence in their response. In Lesson 15, students will revise these responses with a specific emphasis on adding an introduction and a conclusion and on paraphrasing textual evidence. These responses are considered informal and formative in nature.

Standards

RL.9-10.2  Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

 

Assessment

The purpose of this assessment is to have students utilize learning about each of the stages to think about some of the big ideas Russell develops in this story. Students should develop a response to the following questions, using textual evidence from a variety of points throughout the story. This response will be revised in Lesson 15. Students should develop a response to the following questions, using textual evidence from a variety of points throughout the story.

How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This well-developed response should include multiple pieces of textual evidence from different stages of development.

Agenda

  • Standards: RL.9-10.1, RL.9-10.2, SL.9-10.4
  • Text: “St. Lucy’s Home for Girls Raised by Wolves”
  • Lycanthropic Culture Shock Stage Presentations
  • Assessment

Materials: Assessment Prompt

Learning Sequence:

  1. Review the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.2, SL.9-10.4.
  2. Return to your groups from the previous lesson to prepare for your presentations. Take out your text and previous lesson’s vocabulary homework. You should add to your annotations and vocabulary work as your listen to presentations.
  3. Each group shares their stage analysis with the class.
  4. You can also add to or revise their Lesson 13 Vocabulary Homework Activity Tool.
  5. You will independently write a response that shows understanding of the text as a whole, specifically regarding the purpose and function of the stages of development. Here is the  prompt:

How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This well-developed response should include multiple pieces of textual evidence from different stages of development.

Homework:  Add to your in-class responses based on today’s writing prompt.

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Unit 1 Lesson 13: Prep for Group Presentation on Assigned Stage Analysis

Unit 1 Lesson 13

Introduction: The lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. In prior lessons, students have closely read “St. Lucy’s Home for Girls Raised by Wolves” in its entirety (pp. 225–246). In this lesson, students will conduct a thorough analysis of the different stages of development. Students will work collaboratively in groups to analyze a particular stage of development, using a teacher model and a graphic organizer as guides. There is a model graphic organizer included with this lesson demonstrating the analysis work.

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.
SL.9-10.1c 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.

 

Assessment

  • As a group, complete the Stage Analysis to analyze your assigned stage of development.
  • From your group’s analysis of one stage of development (tool), produce a visual that will be presented to the class in the following lesson (Lesson 14). In your visual, you must have the following attributes:
  1. Clearly labeled stage of development
  2. Quotations from the narrative and epigraph that connect (include page numbers) from your stage of development
  3. An interpretation of each connection (in your own words)
  4. A minimum of four connections
  5. Important vocabulary words from the text underlined
    1. A summary of the stage and its importance to the girls’ development

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1c
  • Text: “St. Lucy’s Home for Girls Raised by Wolves”
  • Lycanthropic Culture Shock Stage Analysis
  • Presentation Development

 

Material: Stage Analysis Tool, assessment sheet

Learning Sequence:

  1. review the agenda and sharing the standards for this lesson: RL.9-10.1, RL.9-10.3, SL.9-10.1c.
  2. Distribute copies of Stage Analysis, a graphic organizer
  3. Each group will be assigned one stage to analyze.
  4. Each group will be responsible for finding a minimum of four connections between the epigraph and the narrative and will complete the Stage Analysis.
  5. Each connection will have a quotation from both the epigraph and the narrative of their designated stage and will provide an interpretation of the connection.
  6. Discuss possible quotations that best provide a “snapshot” of their designated stage of development.
  7. Each group will write a summary of the stage.
  8. As groups record information on their graphic organizer, they should also note key vocabulary words or important terms by underlining them.
  9. Each person in the group will have a role. Each group will need to determine the role for which each person is responsible.( Group Leader, Recorder, Annotator, Time Keeper)
  10. Group Leader: This person will be responsible for reporting out on the group’s progress and voicing any questions/concerns. Recorder: This person is the primary person responsible for recording information. Annotator: This person is responsible for ensuring all quotations are marked in a central text so they can be easily accessed. Time Keeper: This person is responsible for keeping an eye on the time and prioritizing tasks.
  11. In the following lesson, each group will present their analysis of the stage to the class using a visual presentation tool.
  12. Once the analysis is complete (the graphic organizer is complete), each group will determine their presentation method.
  13. About Visual Presentation:  You can choose from a variety of presentation methods, including but not limited to a traditional poster, PowerPoint®, Prezi®, Glogster®, Google® presentation, etc. These visuals are meant to provide the most important information from their stage of development and should not include illustrations, elaborate charts, diagrams, etc.
  14. All individual students are expected to participate fully in the group work. I’ll be collecting the individual graphic organizer.

Homework: Complete the Stage-by-Stage Analysis work sheet and Vocabulary Connections worksheet.

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Unit 1 Lesson 12: Peer Assessment

Unit 1 Lesson 12

Introduction: In this lesson, students begin work with a new writing standard, W.9-10.5, as they begin to learn how to work collaboratively with others during the revision process. The lesson has two goals: to revisit the Mid-Unit Assessment, and to finish Stage 5 of the short story, “St. Lucy’s Home for Girls Raised by Wolves.”

Standards

Assessed Standard(s)
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.
Addressed Standard(s)
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.
SL.9-10.1b: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 
Assessment(s)
This lesson’s assessment is a Quick Write. Students will need to include strong textual evidence from the narrative. These pieces of textual evidence can include, but are not limited to, specific vocabulary words, phrasing, or events. The prompt is as follows:

  • Does the Stage 5 description accurately reflect Claudette’s development by end of her time at St. Lucy’s? Based on your response, what does this imply about the story’s theme? The Stage 5 epigraph states, “At this point your students are able to interact effectively in the new cultural environment. They find it easy to move between the two cultures.”

Vocabulary

  • lolling (v.) – sitting, lying, or standing in a lazy, relaxed way
  • dour (adj.) – sullen; gloomy
  • recoil (v.) – to shrink back
  • perfunctory (adj.) – carried out with a minimum of effort or reflection
 

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1b, W.9-10.5
  • Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 245–246)
  • Homework Accountability
  • Mid-Unit Assessment Feedback
  • Reading and Discussion
  • Quick Write

Materials: Mid-Unit Assessment

 Learning Sequence:

  1. Reflect on Gallery Walk experience .
  2. Introduce new writing and speaking and listening standards : W.9-10.5 and  SL.9-10.1b.
  3. Turn-and-Talk about what this standard might look like and sound like in this lesson when you provide peer feedback on each other’s  Mid-Unit Assessment writing.
  4. Talk in pairs about how we can apply the focus standard to their AIR text.
  5. Peer give feedback  to the Mid-Unit Assessment . We are  to provide constructive, critical feedback to our partner’s  writing through collegial discussion, as we just discussed in the Turn-and-Talk.
  6. Pairs will give each other specific feedback on the original assessment using self-stick notes. Each partner will give at least three pieces of feedback during the revision process, so each student will receive at least three notes regarding revision. The self-stick notes will include the following:
  • Note 1: ALTERNATE SOLUTION—Alternate ideas or suggestions for revision using the rubric for guidance; for example, the author may need to have a more thorough analysis of the text, add more textual evidence, or add specific vocabulary terms from the text. The reviewer will suggest these alternate solutions on self-stick note #1.
  • Note 2: BRAVO—Praise for specific parts of the response that align to the NY Regents Text Analysis Rubric; for example, a note might mention the author’s use of relevant and thorough textual evidence.
  • Note 3: CONFUSION—A flag about something unclear; for example, a note might point out if a complex idea is not fully developed or there is confusion around text evidence used.

The feedback should correlate with specific portions of the written response.share and explain your feedback from the self-stick notes in pairs

7. Individually write down one positive element of feedback you received and one area of improvement. I’ll collect these pieces of feedback to refer to in future peer review processes.

8. Reading and Discussion: Share QuickWrite responses.

9. Read and annotate Stage 5 (pp. 245–246). Pay attention to textual details, especially those that relate to the Stage 5 epigraph.

10. In  a small group,  discuss  this section of the text and  respond to the TDQs- a) . Claudette says that she had to have “a woodman accompany me; I couldn’t remember how to find the way back on my own.” What does this tell you about Claudette?   B) What is this line saying about Claudette’s “training” at St. Lucy’s?  c) Claudette’s brother is described as a “dour, balding children’s author.” What do you understand about the brother? d) What is the family’s reaction to Claudette/ f) What is the significance of her mother “recoiling back”? g) What is Claudette’s reaction to the family? H) In the end, does Claudette reach Stage 5? Use text evidence to explain your answer

Homework: respond to the following Quick Write prompt:

Does the Stage 5 description accurately reflect Claudette’s development by the end of her time at St. Lucy’s? The Stage 5 epigraph states, “At this point your students are able to interact effectively in the new cultural environment. They find it easy to move between the two cultures.”

In your response, include strong textual evidence from the narrative – these pieces of text evidence can include, but are not limited to, specific vocabulary words, phrasing, or events.

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Unit1 Lesson11: Gallery Walk

Lesson 11

Introduction: This lesson begins with a brief share out of the previous lesson’s Accountable Independent Reading (AIR) homework assignment. Then, students will review their reading annotation of “St. Lucy’s School for Girls Raised by Wolves” for Stage 4. Students will participate in a Text-Dependent Questions (TDQs) Gallery Walk that will ask them to interact with and discuss the text.

Standards

Assessed Standard(s)
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.
Addressed Standard(s)
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.
SL.9-10.1c 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.

 Assessment

Assessment(s)
The assessment in this lesson is a Quick Write. It is a text-dependent question that assesses students’ understanding of Claudette’s assimilation in Stage 4. Students will write a paragraph response, using their annotation to identify at least 3–4 pieces of strong and thorough textual evidence. This assessment directly correlates to Claudette’s character development. Encourage students to use key vocabulary from the text in their responses.

  • Citing strong evidence from the text, describe the experience of the dance through Claudette’s perspective. Stage 4 says that things will “make sense.” Is this true for Claudette?

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1c
  • Text: “St. Lucy’s School for Girls Raised by Wolves” (pp. 239–245)
  • Homework Accountability
  • Text-Dependent Questions Gallery Walk
  • Reading and Annotation
  • Quick Write

Material: Chart Paper

Learning Sequence

  1. Review the agenda and share the standards for this lesson: RL.9-10.1, RL.9-10.3, SL.9-10.1c. How familiar are you with the standards ?
  2. Talk with a partner about how you  can apply the focus standard to your text. Share out briefly on the previous lesson’s AIR homework assignment reading logs.
  3. Take out their annotations of Stage 4. Review the text briefly (The passage is from “On Sundays, the pretending felt almost as natural as nature” to “I was no longer certain of how the pack felt about anything” (pp. 239–241) to recall and add new ideas.
  4. Each group receives a chart paper to start with and begin the activity. Spend some time discussing the answer before recording it on the paper.
  5. Distribute posters with the questions prefixed.
  6. We’ll do a Gallery Walk. Follow the directions ( see handout). Continue rotations until groups return to their original TDQ(s).
  7. Reconvene the class as a whole class. What are your insights or thoughts on our Gallery Walk? What are you noticing about individual students at St. Lucy’s?
  8. Read and annotate the text in pairs, from “At seven o’clock on the dot, Sister Ignatius blew her whistle” to “that was our last communal howl” (pp. 241–245). read the text closely by rereading it several times and using annotation to reflect on what you are reading.

(Homework) Quick Write: Respond to a two-part text-dependent question: Citing strong evidence from the text, describe the experience of the dance through Claudette’s perspective. Stage 4 says that things will “make sense.” Is this true for Claudette? use your annotations, identifying at least 3–4 pieces of text evidence to write a paragraph response.

AIR:  continue your 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.

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Unit 1 Lesson 9: Prep for Mid-Unit Assessment

Unit 1 Lesson 9: Prep for Mid-Unit Assessment

Calendar for the Remaining Unit 1 Lessons

  • 10/1 Lesson 9: Focus on Stage 3 Analysis
  • 10/2 Lesson 10: Mid Unit Assessment
  • 10/3 Lesson 11: Focus on Stage 4 Analysis
  • 10/4 : Lesson 12 Focus on Stage 5 Analysis
  • ………………………………………………………………………
  • 10/7 Lesson 13: Use graphic organizer to gather evidence to support the final analysis; Vocabulary Connection
  • 10/8 Lesson 14: Group Presentation
  • 10/9 Lesson 15: Intro/Conclusion for the final essay
  • 10/10 Lesson 16: Prep End of the Unit Assessment
  • 10/11 Lesson 17: Final Essay Due

Introduction- In this lesson, the focus is on close reading through annotation and answering text-dependent questions culminating in a class discussion about “St. Lucy’s Home for Girls Raised by Wolves.” This lesson is focused on Stage 3. To begin, students will continue to read, annotate, and discuss Stage 3, staying in the groups they formed for the previous lesson. The second half of the lesson focuses on preparing students for the Mid-Unit Assessment through an evidence-based discussion.

Standards

Addressed Standard(s)
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.
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.9-10.1c 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.

Assessment

Assessment(s)
Because students are preparing for the Mid-Unit Assessment during this lesson, there is no formal assessment here. Instead, review student work on the text-dependent questions discussed during the first half of the lesson.

Vocabulary

  • generalizations (n.) – broad or vague statements or ideas that are assumed to be true
  • ominously (adv.) – in a way that forecasts evil; threateningly
  • purebred (adj.) – denoting a pure strain obtained through controlled breeding
  • captivity (n.) – a state of being held or imprisoned
  • inducement (n.) – an attempt to persuade or influence

Agenda

  • Peer-Review Lesson 7 “Quick Write” Response by using the Text Analysis rubric and model responses
  • Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, SL.9-10.1c
  • Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 235–239)
  • Homework Accountability( AIR)
  • Introduction and Stage 3 Close Reading, Annotation, Evidence-Based Discussion
  • Preparation for Mid-Unit Assessment: Evidence-Based Discussion

Materials

  • Model responses for Lesson 7 Quick Write
  • Mid-Unit Assessment prompt (See Lesson 10)
  • NY Regents Text Analysis Rubric (See “Preparation, Materials, and Resources” in the Unit Overview for its location).

Learning Sequence

  1. Peer-Review Lesson 7 “Quick Write” Response by using the Text Analysis rubric and model responses
  2. Reread the standards and assess your familiarity with and mastery of the standards on your Common Core Learning Standards Tool. Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, SL.9-10.1c. Pay special attention to SL.9-10.1c(interpret).
  3. Talk in pairs about how you  can apply the focus standard to their text. Share out some entries of your AIR reading logs.
  4. Read the entire Stage 3 epigraph (p. 235). Annotate as you  read closely(to box unfamiliar words and write word meanings on your texts or on self-stick notes.). Respond to the TDQs a) What is the host culture? b)How will the students feel about the host culture in this stage?  c)Based on this, what might generalization mean?
  5. Read closely Stage 3 narrative, from “The nuns were worried about Mirabella” to “ to to “nobody wanted to assume responsibility for it” (p. 236).  Discuss: a) How is Mirabella described in this section? b)Based on this description, what could ominous mean if it is describing the “something” that must be done to Mirabella?
  6. Read the paragraph that begins “I could have warned her. If I were back home” (pp. 236­-237). Discuss as a whole group: a) What is happening to Mirabella? b)Why is it happening? Mark any text evidence that coincides with what is happening to Mirabella. 
  7. read the paragraph that begins with “It was during Stage 3 that we met our first purebred girls” and stop before the paragraph that begins with “Jeanette was learning how to dance.” (p. 237)  Discuss: a)How are the “purebred girls” described? b) What might purebred mean here? c)What does it mean that the “purebred girls” were raised in “captivity”? Underline any new evidence we have used to answer the TDQs.
  8. Continue reading, from “Jeanette was learning how to dance” to “On Sundays, the pretending felt almost as natural as nature” (pp. 237–239). You will be given  the TDQs and answer them in your reading group . a) What does the bicycle ride reveal about Mirabella?  b)Based on the paragraph you just read, has the pack been successfully rehabilitated? c)How are the details of the Stage 3 epigraph reflected in this last scene between Jeanette and Claudette?
  9. Hand out the Mid-Unit Assessment prompt . The Mid-Unit Assessment will be evaluated using the first two boxes on the rubric (Content and Analysis/Command of Evidence).
  10. Discuss the assessment prompt. Take notes on the discussion. It is important for you to take notes during this discussion, as you will be able to use the notes in organizing your assessment writing. a) Who are the characters we should focus on for this prompt? Why? b) What are you supposed to write about the characters? c)Which of the characters have adapted to change? d) How have we seen this adaptation take place? (You may describe Jeanette and Claudette separately.) e)Which of the characters have resisted change? How have we seen this resistance take place?
  11. Cite textual evidence about the characters using the annotations and text. Continue to take notes on the contributions to the discussion.

Reflect: How did the discussion progressed directly related to the norms that have been established: a)How effective was the discussion based on the norms and procedures established in earlier lessons? b)How well did you, the students, manage the discussion as opposed to having the teacher facilitate? c) How do we know if we are effective at meeting the norms elicited by the Speaking & Listening standard (SL.9-10.1c).?

Homework: Take home your assessment prompt, discussion notes, rubric, and the St. Lucy’s text to continue planning your writing for the next lesson’s assessment.

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Unit 1 Lesson 8: Review & Air Discussion

Lesson 8

Objectives: Students will become familiar with the text analysis rubric and use it to evaluate their written responses.

Aim: What are the differences between a ” thorough” and “appropriate” analysis?

Materials: Model responses from lesson 8, Text Analysis Rubric

Learning Sequence:

  1. Review and discuss the standards. SL.9-10.1c     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.
  2. In pairs, Share out on the previous lesson’s AIR homework assignment. Talk in pairs about how you have applied the focus standard to your text. Select pairs to explain how they applied their focus standard to their AIR text.
  3. Take out your responses to the formative assessment questions. Exchange with a partner. We will use the Text Analysis rubric to evaluate your partner’s answer.
  4. We’ll study the model responses. Point out the strengths and areas we can learn.
  5. As a class, share our answer to the TDQs. Be sure to point out the text evidence to support your answer.

Quick Write: From today’s lesson, what have you gained about writing a response to a TDQ?

Homework: Continue to read your Accountable Independent Reading through the lens of your focus standard.