In the Space Between Action and Reaction Individuals Have Choice: Romeo and Juliet and the Consequences of Choice [8th-9th grade]

Transcription

1 Trinity University Digital Trinity Understanding by Design: Cmplete Cllectin Understanding by Design In the Space Between Actin and Reactin Individuals Have Chice: Rme and Juliet and the Cnsequences f Chice [8th-9th grade] Mnica Gnzalez Trinity University Tina Harper Trinity University Fllw this and additinal wrks at: Part f the Educatin Cmmns Repsitry Citatin Gnzalez, Mnica and Harper, Tina, "In the Space Between Actin and Reactin Individuals Have Chice: Rme and Juliet and the Cnsequences f Chice [8th-9th grade]" (2010). Understanding by Design: Cmplete Cllectin This Instructinal Material is brught t yu fr free and pen access by the Understanding by Design at Digital Trinity. Fr mre infrmatin abut this unie, please cntact the authr(s):. Fr infrmatin abut the series, including permissins, please cntact the administratr: jcstanz@trinity.edu.

2 UNDERSTANDING BY DESIGN Unit Cver Page Unit Title: In the Space Between Actin and Reactin Individuals Have Chice: Rme and Juliet and the Cnsequences f Chice Grade Level: 8-9 Subject/Tpic Area(s): English Designed By: Mnica Gnzalez and Tina Harper Time Frame: 8 Weeks Schl District: Trinity Valley Schl Schl: Trinity Valley Schl- Middle Schl Divisin Schl Address and Phne: 7500 Dutch Branch Rad Frt Wrth, Texas Brief Summary f Unit (Including curricular cntext and unit gals): Middle schl students struggle with the internalizatin that chices have cnsequences. Adlescence is a time in their life when, perhaps fr the first time, their chices have lasting ramificatins. At the same time, students are acutely aware that life is full f cntradictin; certain events in life are indeed beynd their cntrl. The chices they make in these situatins may determine their directin int adulthd. The purpse f this unit is t allw students t examine the cnsequences f chices made in a wrld that is cntrlled by adults. Shakespeare s Rme and Juliet serves as the vehicle tward understanding the cnsequences f chices. At the heart f tragedy is the real wrld lessn that chices made by characters seal their fate. Thrugh purpseful analysis f characterizatin and the elements f tragedy, students will experience hw theatre expses that the individual still has chice. Student analysis f language and sentence cnstructin within Rme and Juliet will als help students t understand the effects f wrd chice and sentence cnstructin. Shakespeare used grammar t illuminate the persnality f characters, t prvide

3 rhythm, and t engage his audience. Students will have the pprtunity t bth practice and utilize sentence manipulatin and wrd chice t exhibit their understanding f the rle grammar plays in the authr s ability t effectively cmmunicate his message. The unit culminates in student creatin and perfrmance f an riginal piece f wrk incrprating the elements f tragedy. The final prduct will als incrprate the manipulatin f sentence structure and wrd chice in the revisins prcess t allw students the pprtunity t reveal a unique message thrugh his/her wn perspective. Thrugh the writing and perfrmance prcess, students will cmmunicate the central message, In the space between an actin and reactin yu have chice. - Steven Cvey

4 Unit: In the Space Between Actin and Reactin Individuals Have Chice: Rme and Juliet and the Cnsequences f Chice Grade: 8/9 Stage 1: Desired Results Established Gals (Standards) TEKS r Scpe & Sequence (Grade 9) (1) Reading/Vcabulary Develpment. Students understand new vcabulary and use it when reading and writing. Students are expected t: (2) Reading/Cmprehensin f Literary Text/Theme and Genre. Students analyze, make inferences and draw cnclusins abut theme and genre in different cultural, histrical, and cntemprary cntexts and prvide evidence frm the text t supprt their understanding. Students are expected t: (4) Reading/Cmprehensin f Literary Text/Drama. Students understand, make inferences and draw cnclusins abut the structure and elements f drama and prvide evidence frm text t supprt their understanding. Students are expected t explain hw dramatic cnventins (e.g., mnlgues, slilquies, dramatic irny) enhance dramatic text. (5) Reading/Cmprehensin f Literary Text/Fictin. Students understand, make inferences and draw cnclusins abut the structure and elements f fictin and prvide evidence frm text t supprt their understanding. (13) Writing/Writing Prcess. Students use elements f the writing prcess (planning, drafting, revising, editing, and publishing) t cmpse text. (14) Writing/Literary Texts. Students write literary texts t express their ideas and feelings abut real r imagined peple, events, and ideas. Students are respnsible fr at least tw frms f literary writing. (24) Listening and Speaking/Listening. Students will use cmprehensin skills t listen attentively t thers in frmal and infrmal settings. Students will cntinue t apply earlier standards with greater cmplexity. Students are expected t: 25) Listening and Speaking/Speaking. Students speak clearly and t the pint, using the cnventins f language. Students will cntinue t apply earlier standards with greater cmplexity. Students are expected t give presentatins using infrmal, frmal, and technical language effectively t meet the needs f audience, purpse, and ccasin, emplying eye cntact, speaking rate (e.g., pauses fr effect), vlume, enunciatin, purpseful gestures, and cnventins f language t cmmunicate ideas effectively. Understandings Students will understand that 1. Each chice has cnsequences 2. Every wrd in a sentence has purpse 3. The way a sentence is cnstructed affects meaning 4. Great stries cmmunicate authentic emtin 5. The effectiveness f a perfrmed piece depends n audience engagement Essential Questins 1. Hw much cntrl des ne have ver his/her wn life? 2. What rle des emtin play in great stries? 3. Hw des grammar help me cmmunicate exactly what I want t say? 4. Hw d I cmmunicate with my audience s that they will listen? Knwledge Students will knw Skills Students will be able t

5 1. The elements f tragedy 2. Vcabulary necessary t understand the stry 3. Characterizatin 4. The histrical cntext f Shakespeare and Rme and Juliet 5. Sentence elements/cnstructin 6. Active listening/speaking 7. Literary elements and devices Identify and implement the elements f tragedy Cnstruct and manipulate sentences Identify the elements f a sentence Identify and incrprate new vcabulary in writing Prvide evidence t supprt their answer Perfrm a piece f writing using active speaking Identify and emply active listening Analyze literary elements and petic devices fr purpse and effect Stage 2: Assessment Evidence Perfrmance Task: 1. Students will create a piece f writing using the elements f tragedy in the genre f their chice. 2. Students will fllw the writing prcess t ensure strng develpment f character and thught, imitating the steps writers utilize t strengthen their wrk. 3. Students will perfrm their piece fr classmates and family n stage. Other evidence: (quizzes, tests, academic prmpts, self-assessments, etc. nte these are usually included where apprpriate in Stage 3 as well) In Class Perfrmance f Rme and Juliet In Class Discussin Active Listening Quiz Readers/Writers Ntebk Thayer Methd Questins Rme and Juliet Study Guide Rme and Juliet Shield Tragedy Prcess Assessment Writers Circle Stage 3: Learning Activities (Steps taken t get students t answer Stage 1 questins and cmplete perfrmance task) Day 1: Day 2: Intrduce Essential Questins- As students walk int the rm have them write the unit questins in their reader s/writer s ntebk alng with the first 3-5 wrds that cme t mind when they view each questin. Divide class int 4 grups; give each grup ne f the unit questins. Have each grup cme up their best grup answer t the questins assigned and share with the class. Hw much cntrl des ne have ver his/her wn life? Sides Debate: After reading Appintment in Baghdad, a shrt stry illustrating the lack f cntrl ver ne s wn destiny and Invictus, by William Ernest Henley a pem abut man s cntrl ver his fate, have students determine whether they believe man has ultimate cntrl ver his destiny r whether man is at the mercy f fate. Mark ne side f the rm as man s cntrl and the ther side f the rm as fate s cntrl. Allw time fr each side t rganize a cgent argument fr their chice. Have each side present and allw students t mve sides if they are cnvinced by the ppsing view pint. Explain t students that Rme and Juliet centers arund decisins made by tw yung lvers surrunded by a wrld cntrlled by their parents. Class discussin- Hw might the desires f Rme and Juliet cnflict with the desires their parents have fr them? HW: Read the Prlgue fr Rme and Juliet; in yur reader s ntebk make predictins abut the decisins the main characters will make based n the setting.

6 Entrance/Exit Ticket- as students walk int class pass ut pst-it ntes and ask them t answer the questin: What des the wrd tragedy mean in yur wrld? Think-Pair-Share As a class discuss why writers chse tragic stries: What rle des emtin play in great stries? Create a class list f reasns fr tragic writing and the types f wrds and emtins present in tragic wrks based n previus readings. Pass ut Rme and Juliet Study Guide Part A: Elements f Tragedy, the Histry f Shakespeare and His Wrk and the List f Characters. Shw clips f mdern tragedy exhibiting the main elements f tragedy (the tragic her, tragic flaw, ending f death). Using Elements f Tragedy handut, have students wrk in grups t create a visual representatin f the elements f tragedy. Have each grup present their wrk and hang it n the walls arund the rm fr the remainder f the unit (thrughut the unit students will have the pprtunity t add specific examples f tragedy frm Rme and Juliet t their Visual Representatin) Exit Slip- Predict elements abut the culture f Elizabethan England (the time f Shakespeare) that might have caused Shakespeare t write a tragedy? Hmewrk: Read The Histry f Shakespeare in yur study guide; in yur readers/writers ntebk, explain whether r nt yur predictin was crrect and write ne questins abut the histrical cntext in which Rme and Juliet was written. Day 3-4: Discuss hmewrk, answer questins Pecha Kucha (Japanese chit chat style f presentatin) abut the histrical cntext f Rme and Juliet Character Intrductins- Wagn Wheel: give each student a character frm the character list in the study guide. Have each student use the study guide t assume the persnality f the character descriptins. Wh are their enemies? Wh d they lve? Wh is their family? Pass Out Study Guide fr Act I Pass Out and Explain Shield Assignment (Act I Shield t be cmpleted as a class) Read and Discuss Act I HW: Study Guide (Diagram vcabulary sentences) Day 5: Discuss Hmewrk- Hw des grammar help me cmmunicate exactly what I want t say? Discuss the language f Shakespeare- hw des his language bth hinder and add t the message he is trying t cmmunicate? What impact des the methd f cmmunicatin (drama) have n the effect f his language? Hw des his language impact characterizatin? Rme and Juliet Act I read and discuss in class Pssibilities fr Act I Shield HW- R&J Act I Study Guide Day 6-7: Read and discuss Act I in class Class Shield fr Act I HW- R&J Act I Study Guide Due Tmrrw Day 8: Act I Shield Due Grups add elements f tragedy t illustrated definitin f tragedy n the wall Pass ut Act II Study Guide; discuss vcabulary and sentence structure Reader s/writers ntebk- write yur favrite vcabulary sentence frm the study guide and diagram the sentence; share. Why d yu enjy this sentence? Hw des the sentence structure impact meaning and emtin? Read and discuss Act II in class HW- R&J Act II Study Guide; Extra Credit- Act II Shield Day 9-11: Read and discuss Act II in class HW- R&J Act II Study Guide; Extra Credit- Act II Shield due day 12 Day 12-14: Discuss study guide Grups add elements f tragedy t illustrated definitin f tragedy n the wall Wagn Wheel (nw it shuld be a deeper cnversatin reflecting yur understanding f characterizatin frm ur readings, the study guide and yur shields) Read and discuss Act III in class HW- R&J Act III Study Guide; Act III Shield Due Day 15

7 Day 15-18: Discuss Act III study guide Grups add elements f tragedy t illustrated definitin f tragedy n the wall The heres tragic flaws Discussin with textual supprt; hw have/will decisins seal their fate? Read and discuss Act IV in class HW- R&J Act IV Study Guide; Act IV Shield Due Day 19 Day 19-24: Discuss Act IV study guide Grups add elements f tragedy t illustrated definitin f tragedy n the wall What des it mean t make an emtinal decisin? Is it ever the best chice? Students will read and cmpare the messages behind t pems, ne using lgic rather than emtin t express thughts, Shall I Cmpare Thee t A Summer s Day vs. Madness by Jclyn Sttt where emtin caused an act that created meaning fr the pet. Read and discuss Act V in class HW- R&J Act V Study Guide; Act V Shield Due Day 24 Day 25: Intrduce perfrmance assessment directins and rubric and discuss expectatins fr perfrmance f piece Get in grups r chse t wrk independently t brainstrm ideas fr riginal tragedy. What will yur her be like? What is his tragic flaw? Grup discussin r individual brainstrming: Select a genre and begin a narrative plan (r alternate graphic rganizer) as a prewriting strategy. Cmplete as hmewrk Day 26: Review elements f tragedy and think abut the impact that individual chices have n ne s life and Day 27: future chices Keeping in mind that yur prtagnist must be a generally gd, likeable character with a tragic flaw, cmplete a cause-effect chart fr yur tragic her. What can yur audience learn abut this character? What is his tragic flaw? Begin writing first draft f tragedy. Keep in mind the questin What rle des emtin play in great stries? Check draft fr all elements f tragedy n rubric HW-Bring cmpleted draft fr Writer s circle peer revisin tmrrw Days 28-29: Bring cpy f cmpleted draft fr writer s circle peer revisin Cnduct writer s circle [Nte: fr this schedule students are n Thanksgiving break fr ne week between Days 29 and 30, allwing time fr them t put their pieces aside and cme back t them with a fresh perspective a week later.] Days 30-31: Teacher Cnference Self Revisin select 5 plain, bring sentences t revise, demnstrating an understanding f the cnnectin Day 32: Cntinue plishing essay and cmplete final revisins Cmplete self assessment f final draft Day 33: Gather all materials t submit fr grading Submit final draft, self assessment and prcess packet Day 34: Drama teacher presents wrkshp: Perfrming Shakespeare Day 35-36: Discuss expectatins fr audience members Wrk n implementing strategies frm drama wrkshp Practice presentatin fr perfrmance n Days Day 37: Dress Rehearsal fr presentatin Discuss prtcl fr presentatins Days 38-39:

8 Perfrmance f tragedy pieces fr an audience f family and peers.

9 Rme and Juliet by William Shakespeare Shield Assignment (3 Quiz Grades) Yu will be creating a visual rganizer called a shield (see sample frm Act I f The Taming f the Shrew n page 2 f this handut) fr three f the five acts f the play: Act I; Act II r Act III; Act IV r Act V. Each shield will be wrth 1 quiz grade fr a ttal f 3 quiz grades fr the entire assignment. Each shield will be created n unlined paper and will include the fllwing five (5) sectins: PLOT ELEMENTS (3 pints fr each act) Yu will identify fur (4) key plt events fr each act and list each ne separately in the upper right hand crner f the shield: Each plt element will be identified in a shrt phrase r sentence and listed chrnlgically. Each plt element will include the act, scene and line numbers frm the play. TRAGIC ELEMENTS (3 pints fr each act) William Shakespeare expertly used elements f cmedy in Rme and Juliet fr the singular purpse f amusing Elizabethan audiences. In the lwer right hand crner f the shield, yu will cmplete an analysis f three (3) cmic elements in each act. Fr each cmic element selected, yu will: identify the cmic element. give a specific example f that cmic element. prvide the act, scene, and line numbers f the example. CHARACTER MOTIVATION (3 pints fr each act) Mtivatin is the driving frce behind the actins and wrds f the characters in Rme and Juliet. Yu will identify the mtivating frce behind ne f the significant characters in each act. Fr each character, yu will list the fllwing in the upper left hand crner f the shield: character and his/her actins and/r wrds. mtivating frce (lve, jealusy, greed, pride, etc.). act, scene and line numbers references. QUOTE INTERPRETATION (3 pints fr each act) Yu will select and dcument crrectly ne qute frm each act and prvide the fllwing infrmatin in the lwer left hand crner f the shield: qute with prper dcumentatin. explanatin f the significance f the qute t plt, character mtivatin, etc. explanatin f hw sentence structure impacts meaning SYMBOL (3 pints fr each act) Yu will draw a different picture r illustratin that prvides a symbl fr a key message, tne, theme, etc. fr each act. This symbl will be drawn in the center f each shield.

10 Persnal Narrative Essay Grading Rubric Thrughut ur reading f Rme and Juliet we will study the elements f tragedy and hw Shakespeare uses language t mve characters twards a tragic ending. In grups r individually it will be yur jb t write a tragedy in the genre f yur chice t perfrm/present t an audience f yur peers and family. Yur Tragedy Must Include: The Elements f Tragedy Purpseful Wrd Chice t Include an Invented Wrd 5 Examples f Manipulated/Changed Sentence Structure Thughtful/Engaging Perfrmance f Yur Piece Use the rubric n the back t ensure a quality piece f writing. Step 1: Step 2: Step 3: Chse t wrk independently r in a grup f n mre than fur classmates. Determine the genre that might best serve t cmmunicate yur message. Remember that yur writing must incrprate the essential elements f tragedy. Think abut the genres we have studied thus far in class; all are pssible venues tward cmmunicating tragedy. Pre-writing. Yu must use ne f the frms f prewriting intrduced in this class and discuss yur prewriting with anther grup r individual. Step 4: Rugh Draft #1 Step 5: Self Revisin/Edit Using Checklist (RD #2) Step 6: Peer Revisin/Edit Using Checklist (RD #3) Step 7: Step 8: Step 9: Step 10: Teacher Cnference Fcused Self Revisin Using Teacher Cnference Ntes (FD) Turn in Final Draft with Self Assessment Perfrmance Practice * The Reward - 8 th Grade Perfrmance fr Family and Peers *

11 Perfrmance Assessment Rubric ELEMENT Pints Pssible Elements f Tragedy 30 Setting: Unity f Time, Place and Actin Characters: Her has a tragic flaw that leads t pr chices and ultimate dwnfall Character fil wh prvides cntrast t the prtagnist fr emphasis Characters make chices that have significant cnsequences Plt/Theme Happiness/glry turns t suffering and calamity as a cnsequence f her s tragic flaw. Suffering and calamity extend beynd prtagnist and becme the chief surce f tragic emtins, especially pity, fr all characters. Reslutin: Character is defeated by the prblem The reslutin is clear t the reader and reflects tragic ending Organizatin 15 Beginning f essay captures reader s interest and establishes gal f her Organized structure enhances the reading experience Each event/actin has a specific purpse that leads t tragic ending If dialgue is included, it shuld mve the reader thrugh the piece and heighten descriptin Ending is a well-integrated part f the whle piece and brings clsure Wrd Chice 20 The writer s chice f wrds adds clarity and meaning t the ideas expressed: Precise language is used t bth describe emtin f characters/scene and t evke sympathy frm the audience Character names symblically reflect the characters traits Invented Language Fllwing Shakespeare s influence, at least ne invented wrd is used t express precise meaning in a unique and meaningful way Grammar and Mechanics 15 Cmplete, crrectly written sentences Overall attentin t grammar and mechanics adds clarity Quality Sentence Structures 20 Five sentences exhibit variety, demnstrating an understanding f the cnnectin f style t meaning and purpse

12 TOTAL / 100 Cmments: