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9 t Unit 9.5 – Inter-Relationships and Self-Reliance – The Tragedy of Romeo and Juliet h G r a d e E L A : I n t e r - R e l a t i o n s h i p s a n d S e l f R e l i a n c e

DURATION OF UNIT: 20-25 days (50 minute periods)

Theme, Enduring Understandings, & Essential Questions for

This Unit

HSCE’ S

How Students will Demonstrate Their Understanding

Standards-based Essential Skills & Concepts to be Targeted Throughout the Unit

Strategies / Best Practices Used to Explicitly Teach the Skills & Concepts

Resources for this Multi-Genre Unit

Theme: Decisions have long-term effects

Enduring Understandings:

  • Responsibility, conflict resolution and choices

  • Cultural and historical influences, call to action

Essential Questions: How may personal decisions affect your family or neighborhood?

Can decisions based on violence or anger have a peaceful resolution?

Which historical figures have made crucial decisions affecting society?

  • C.

    E.

      • 3.1.1

        ,

      • 3.1.2

        ,

      • 3.1.3

        ,

      • 3.1.4.

        ,3.

    • 1.5

      ,

3.1.9

  • C.

    E.

      • 3.3.1

        ,

3.3.2

  • C.

    E.

      • 3.2.1

        ,

      • 3.2.3

        ,

3.2.4 3.2.5

  • C.

    E.

      • 2.3.2

        ,

      • 2.3.5

        ,

      • 2.3.7

        ,

        • C.

          E.

      • 2.2.1

        ,

      • 2.2.2

        ,

2.2.3

Summative Assessment (at the end of the unit):

Multimedia Presentation in addition to a written research paper to include:

  • An explanation of research regarding the human brain and it’s development

  • Examples of ineffective decision making that lead to tragic outcomes (from real life and literature)

  • Advice on how to say “no”

  • Advice on a process to help teens during the adolescent years

  • Connect your knowledge of brain research to Romeo and Juliet’s inability to grasp the consequences of their hasty decisions

Criteria for Written Paper:

  • MLA Format

  • Clearly address all four of

above the bulleted points.

Reading:

Elements and structure of Shakespearean drama, Elizabethan syntax

Literary elements: monologue, soliloquy, aside, tragedy, iambic pentameter, blank verse

Writing:

Letter writing

Quick writes to express opinion and/or reactions

Critique each act upon completion

Reading Comprehension/ Critical Thinking Strategies:

  • Retelling

  • Paraphrasing

  • Summarizing

  • Visualizing

Use of footnotes or margin notes

Introduce/teach iambic pentameter

Review the six parts of a block letter

Tear and Share activities by scene or act

Study Guides (See MISD units)

Word Wall for new or

Anchor Text(s):

  • The Tragedy of Romeo and Juliet by William Shakespeare

  • “The Gettysburg Address” – Abraham Lincoln

  • Teens Can Make it Happen: Nine Steps for Success by Stedman Graham

Poetry:

  • Selected Sonnets by William Shakespeare

  • “The Badger” by John Clare http://www.poemhunter.com/poem/badg er/

Short Stories/Articles:

  • Romiette and Julio by Sharon Draper

  • “Romeo and Juliet are Palestinian and Jewish” by Carl Rosenburg http://www.highbeam.com/doc/1G1-

15462828.html

  • “Romeo and Juliet in Bosnia” – Robert Herbert (editorial) http://query.nytimes.com/gst/fullpage.ht ml?res=9901E1DA1539F93BA35756C0 A962958260

  • “Romeo and Juliet in Sarajevo” CBS Evening News May 10, 1994 (FRONTLINE)

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