LU Title: Til Death Do Us Part

Author(s): Julieanne Reader

Grade Level: 9

School Address: Mount Markham

Subject Area: English

School Phone/Fax: 822-6343

Declarative

Procedural

• Culture of Elizabethan England
• language
• politics
• society
• religion

• Deductive Reasoning

• Deductive reasoning

• Analysis

• Structure of a tragedy

• Supporting Assertions

• Globe Theatre

• Inference

• Characterization/Analysis
• Cause/Effect of Behavior

• Theme

• Chronology of Action

Benchmarks: Gather and synthesize information from diverse sources, use a combination of techniques to extract salient information from texts (advance oragnanizers, structural cues), use prior knowledge and experience to understand and respond to new information, write comparisons that clearly fulfill different purposes, make well informed and well organized formal presentations to the class, convey individual perspective and insight to research topic, use a wide range of patterns to organize information, use a variety of prewriting strategies, , use vacabulary and rules and conventionsod standard English to convey an individual style in written compositions

Benchmarks: Make connections among literary works based on theme, know different literary devices and techniques, understand how meaning is conveyed in a text, determined figurative, idiomatic, and technical meanings of terms through context, recognize the effectiveness of writing techniques in accomplishing a writer's pupose, understand histoical and cultural influences on literary works, write in response to literature, make abstract connections between his/her own life and the characters', events, motives, and causes of conflicts in texts, relate personal respoonse with text with that seemingly intended by the author

Standard: ELA 1 Language for Information and Understanding

Standard:ELA 2 Language for Literary Response and Expression

Standard: ELA 3 Language for Critical Analysis and Evaluation

Standard: ELA 4 Language for Social Interaction

Benchmarks: Use criteria within specific fields of study to evaluate the quality of texts and presentations, identify and analyze philosphical assumptions and basic beliefs underlying an author's work, use a variety of strategies and techniques to influence or persuade an audience

Benchmarks:Address listenter needs in conversations and discussions, engage in conversations and discussions concerning a variety of topics, clearly expresses thoughts and views in conversations know language conventions for a range of social situationscompare form , meaning , and usefulness of different kinds of language, understand influences on language use

What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Culture of Elizabethan England

1. Social Strata

2. Religion

3. Political Sphere

Deuctive reasoning

1. Discern general rule

2. Give specific example

3. Determine results

Strucure of a Tragedy

Structure of a tragedy

1. Expostion

2. Rising Action

3. Crisis

4. Falling Action& Resolution

5. Climax

Literary Terms

1. Soliloquy

2. Aside

3. Foil

4. Irony

5. Pun

Structure of Globe Theatre

-Stage

-Seating

-Audience

-Flags

Shakespearean English

Variations in print and spoken English

-spelling

-Pronunciation

Cast and Setting

Cast of players

Time frame for action of play

Character Analysis

P.A.S.T.A.-Physical description, actions, speech, thoughts, author or other comments about the character

Personalities of each character through P.A.S.T.A.

Analysis

1. determine components

2. understand each

3. reassemble

4. understand whole

Themes

Concept of theme

Themes of the play

-Impulsive youth

-Infatuation vs. Love

Behavior, Decisions, Impact

Cause/Effect with regard to behavior

Student research

Lecture/Handout

Text

CD-Rom/Internet

Graphic Organizer

Textbook

Model/Diagram of Globe Theatre

Copies of pages from the First Folio

Prologue (Text)

Text

Timeline Worksheet

Written summaries from journal entries

Notes on board (Film summaries)

P.A.S.T.A. sheets

Text

Analysis Handout

Handouts:

-Induction

-Skillful Generalization

Lecture

Text, Play

Scenario sheet

Cause/Effect graphic organizer

Comparison graphic organizer

3 minute pause

Oral Sharing/note taking

Handout/small group work

Staggered start

Class discussion

Small/large group brainstorming

Round robin answering

Role play

Guided reading

Paired/Shared reading

Note taking

Oral Discussion

Pairs/large group

Repetition of imformation

Timeline

Journal response

Small group discussion

T-chart

Oral reading/Interpretation

Class discussion

Large group/individual notetaking

P.A.S.T.A. sheets

Small/large group discussion

Role play

Discussion

Journal reflection

Culture of Elizbethan England

This provides a segue from the film to Romanticism by reminding students of the time period. Teacher to deliver basic knowledge of Romanticism. Additionally, students read from the handout. We pause and discuss with a focus question. Students are then given a cultural topic to investigat. After they research, they share their information in an informal class discussion. We then review the deductive reasoning graphic organizer that describes the steps and work as a class to deduce one conclusion. Then, in small groups, students will work together to come up with one conclusion about lifestyles during Shakespeare's lifetime.

Structure of a Tragedy

Hand out sheet with structure outline and vocabulary words. Both need completion. Assign structure and terms to small groups using staggered start. Students use textbook to gather information. We share information in round robin style after 10-15 minutes of work time. We then move to structure of Globe Theatre and review its structure using handout with illustration of theatre. Through question and answer, we discuss declarative information. In small groups, students then brainstorm possibilities for advertising by role playing Shakespeare's press agent and advertising agency employees. Each group then presents role play and discussion about feasibility of each plan are discussed and real method of advertising is discussed (colored flags).

Sahakespearean English

Distribute copies of the First Folio pages and ask students (in pairs) to jot down confusing or different examples of language. Then, ask someone to read outloud a passage they think they understand. Allow the class to correct or suggest alternatives to the reader's choice of meanings for unfamiliar words. Keep a running list of print variations and then reread with the correct spellings. Explain why the differences exist. Move to prologue of play and repeat the above procedure in regard to semantics and grammar. Have students begin their personal dictionaries of unfamiliar terms and their meanings. Review what they have put in their notebooks orally in round robin style.

Cast and Setting

Review cast from list in text and fill in each under the appropriate column on T-chart on the board. Students are then given a scene from the movie to recall and summarize in their reading journals. This is done in pencil. Teacher then reviews scenes in chronological order and has students fill in timeline. As we discuss, students use ink to add any details they have forgotten to their entry in their journals. Then, we begin reading the play.

Character Analysis

Before readiing the play, distribute P.A.S.T.A. sheets and assign a character to each student. As we read, students will fill out the sheets with details about their character. At the end of each act, for homework, students will be asked to analyze their character and draw a conclusion to describe the character in 1-3 adjectives. They will be asked to utilize the constructing support graphic organizer when coming up with their assertion about the character. At the end of the play, the class will complete a final characterization of each major player and use it to better understand characters and motivations and actions.

Themes

Ask students to locate the text definition of theme. Read it aloud and have them put it in their own words. Complete the extending and refining acitivity and then have each group report back to the class.

Behavior, Decisions, Impact

Break students into groups and distribute graphic organizers. Assign role play scenarios and give students a moment to read them. Allow them to choose roles and, one-by-one, have each group perform their roles in front of the class. Each class member should note how the people responded to the given situation. They should fill out the comparison organizer for the role play and for the corresponding scene in the play. After all groups are finished, individually, students are to choose one situation where the two outcomes (present vs. play) were similar and using comparison organizer, try to figure out why. Their response to the question should be put into their reading journal.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Elaizabethan Era

Deductive reasoning

Character Analysis (P.A.S.T.A.)

Analyze characters based on P.A.S.T.A.

Support Assertions

Themes

Inference of theme

Think Aloud/Group Discussion

Constructing support using graphic oraganizer as a tool for organizing information gleaned from the P.A.S.T.A. sheets

Handouts:

-Indiction sheet

-Skillfull generalization sheet

Lecture

Text, play

See plan above

See plan above

See plan above

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Elizabethan Era

Drawing conclusions about life during the late 16th century

Character Analysis (P.A.S.T.A.)

Chracterization techniques authors use in developing characters

Understanding of characters

Themes

Induce information

Generalize and generate possibilities

Behavior, Decisions, Impact

Understanding of behavior, motivation and consequences

• Comparing
• Inductive Reasoning
• Deductive Reasoning
• Analyzing Perspectives
• Constructing Support
• Abstracting

• Constructing Support
• Abstracting
• Classifying
• Analyzing Perspectives
• Deductive Reasoning

• Inductive reasoning
• Abstracting

• Comparing
• Classifying
• Cause/Effect
• Inductive Reasoning
• Deductive Reasoning
• Analyzing Perspectives
• Abstracting

Elizabethan Era

Students will, in small groups after researching the era, come to concensus about life during the late 16th century

Character Analysis

After each act, students will use the completed P.A.S.T.A. sheets to describe each given character in one to three adjectives. They will support this using the constructing support sheets. They will orally share these descriptions and then draw each character to reflect their descriptions.

Themes

Using the Induction and Skillful Generalization handouts, review and discuss using generic examples. Break students into small groups to discusss and generate a possible theme. Use that theme and its support as a reading journal entry assignment.

Behavior, Decisions, Impact

Students will discuss comparisons between behaviors in the play vs. present day behavioral responses to similar situations. They will draw conclusions about behaviors past and present and decide the validity of the reactions of the characters in the play. Both graphic organizers will be used.

Step 1

Step 2

Step 3

Discuss the influence of the Elizabethan period on Shakespeare's Romeo and Juliet.

Develop an understanding of the cultural aspects of behavior as they realate to themes in the play

Character Analysis

Evaluate perspectives

Develop an understanding of different film interpretations and discern the effectiveness of each.

Investigation

Decision Making

Experimental Inquiry

Systems Analysis

Problem Solving

Experimental Inquiry

Investigation

Decision Making

Problem Solving

Invention

Experimental Inquiry

Investigation

Decision Making

Invention

Experimental Inquiry

Problem Solving

System Analysis

Decision Making

Problem Solving

Investigation

Essay, Generate Class Discussion

Learners will choose a character and discuss cultural aspects of their behavior. Attention should be paid to how the character responded to conflict and how that relates to a theme in the play. This can be presented in any format, but a written discussion of the topic is required.

Learners will complete a character anlysis on one of the major players and present that in an informative and entertaining way. Discussion should include traits of the character and motivations for behaviors. Outcomes of the behavior and their impact will also be discussed.

Learners will reenact an scene from a different character's point of view. A script will be submitted and the act will be performed.

Learners will veiw and compare the 1996 version of Romeo and Juliet and the Zefferelli version. Similarities and differences will be discussed in a class presentation that involves the audience in an active way. A written summary of the comparison will be submitted.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcomming constraints or lmiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

Criteria for evaluation

See the Attached Rubric

Element #1

Element #2

Element #3

Element #4

Elements

Scale

Written Work

Oral Presentation

Visuals

Content

Weights

Equal Weight is given to all elements

Equal Weight is given to all elements

Equal Weight is given to all elements

Equal Weight is given to all elements

4

Expository essays include all elements, are grammatically and sematically correct and are neatly done with no crossouts. All of the elements of the writing process are used correctly.

Presenter is easily heard throughout the room. Eye contact is constant and varied. Speech is clear and pronunciation is correct and nautral. Speaker does not refer to notes and is comfortable with the topic.

All visuals are neatly done, clean and colorful. More than three colors are used and all necessary elements are included. (Maps contain keys, directional arrows, etc.) Group visuals can be seen from everywhere in the room, and handouts are clear and in a logical format. Large visuals are used throughout the presentation and enhance it. Handouts are referred to and also add to the presentation.

All necessary information is included and additional, related information is also provided. It is in a logical format and utilizes correct form.

3

Expository essays include all elements, but have a few minor grammatical or semantic errors. These do not impede understanding. The essay is neat with no crossouts and uses the writing process correctly.

Presenter can be heard throughout the room. Eye contact is adequate and presenter looks at more than one or two people. Speech is clear and most pronunciation is correct. Speaker uses notes, but flow is not impeded. Speaker is familiar with the topic.

Visuals can be seen from everywhere in the room and are colorful. Necessary information is included. Handouts are clear. Large visuals are used at some point during the presentation and handouts are informative.

All required information is included in the correct format.

2

Expository essay is missing one element and has many errors in grammar and/or sematics. The essay has crossouts and the writing process is not utilized completely.

Presenter is sometimes hard to hear. Pronunciation mistakes are present and eye contact is infrequent. Speaker uses notes frequently and seems unfamiliar with the information.

Visuals contain fewer than three colors and are not easily seen from anywhere in the room. Some necessary information is missing and visuals are only referred to, not used during the presentation. Handouts are incomplete and are vaguely related to the presentation.

Some required information is missing and/or the wrong format is used to relate it.

1

Essay is incomplete and has many errors in grammar and/or semantics and is hard to understand. It is messy and the writer has not used the writing process to develop the topic.

Speaker cannot be heard and pronunciation is garbled. There is little eye contact and presenter is not familiar with information and is always using notes.

Visuals do not contain color and cannot be seen throughout the room. Handouts are illogical or do not pertain to the topic. Neither add to the presentation. Visuals are not used and necessary visauals are missing.

Important information is missing and little or no format is used to relate it.