Unit Five:
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Romeo and Juliet
Learning Activity One:
Students will engage in a scene transformation assignment, assessed on this rubric. Scenes chosen might include the Prologue, the Balcony scene, or the Fight scene. Teachers will select an appropriate portion of the scene and/or chunk it for multiple groups. Students will be assessed on their ability to communicate the central idea, re-create elements of conflict, include similar instances of figurative language, convey the mood, and include clear references to the original text. RL.9-10.1, RL.9-10.4, RL.9-10.5 Learning Activity Two: Students will create an informational text in the form of an Elizabethan newspaper, assessed on this rubric. Acts chosen for examination might include One, Three, or Five. Students will be assessed on their ability to accurately communicate the central events of the Act (including dates, timelines, or other forms of sequencing) conflicts, text details (names of characters, etc.) RL.9-10.1, RL.9-10.4, RL.9-10.5, RL.9-10.10 Learning Activity Three: Students will create a series of graphic organizers, notes, or some other form to hold thinking around the three causes of Romeo and Juliet’s end, listed below. These might include annotations, Cornell or three column notes, post-it activities, etc., as chosen by the teacher. Student notes will be the foundation for three mini-prompts about the cause of Romeo and Juliet’s death (see below). During these mini-prompts, teachers will provide instruction on thesis statement and topic sentence development, use of text evidence, methods of framing quotations, and elaboration / commentary. W.9-10.7, W.9-10.8, W.9-10.10 Final Assessment: Argumentative writing: Students will write persuasively to convey their point of view on the following prompt: At the end of Romeo and Juliet, the Prince states that some characters will be pardoned and others punished. You have considered the actions of Romeo and Juliet themselves, the adults in their lives, and fate or chance. Which do you think is primarily to blame for the deaths of Romeo and Juliet? Compose a persuasive essay in which you discuss all three of the causes and argue that one of the three causes is the most important. The essays will be assessed on ideas and organization, use of language and persuasive techniques, and conventions. See rubric. W.9-10.1, W.9-10.4, W.9-10.5, W.9-10.6 |