Shakespeare, William. Romeo and Juliet. Ed. René Weis. New York: Bloomsbury, 2012. Romeo + Juliet. Dir. Baz Luhrmann. Perf. Leonardo DiCaprio, Claire Danes. 20th Century Fox, 1996. Module-at-a-Glance Calendar Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “I’m Home” “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell 17 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about texts Collect and organize evidence from to support analysis in writing Make claims about texts using specific textual evidence Use vocabulary strategies to define unknown words RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 W.9-10.2.a,f SL.9-10.1.b, c SL.9-10.4 L.9-10.4.a, L.9-10.5.a Mid-Unit: Students write a response to the following prompt: Choose and explain one epigraph. Analyze the relationship between that epigraph and the development in that stage. End-of-Unit: Students write a formal, response to the following prompt: Analyze Claudette’s development in relation to the five stages of Lycanthropic Culture Shock. Unit 2: “[T]he jewel beyond all price” Letters to a Young Poet by Rainer Maria Rilke Black Swan Green by David Mitchell 11 Read closely for textual details Annotate to support comprehension and analysis Engage in productive evidence-based CCRA.R.9 RL.9-10.2 RL.9-10.3 RL.9-10.4 RI.9-10.2 RI.9-10.3 RI.9-10.4 W.9-10.2.a, f SL.9-10.1.b, c L.9-10.4.a, b Mid-Unit: Students write a formal, response to the following prompt: What is the impact of Rilke’s specific word
9.1.3 Lesson 10 Introduction In this lesson, students continue to read and analyze William Shakespeare's and Juliet, Act 3.1, in which Romeo kills Tybalt. Students read lines 111–138 (from “This gentleman, The Prince’s near ally / My very friend” to “O, I am fortune’s fool / Why dost thou stay”), and analyze how the excerpt develops a central idea of fate. Students work in pairs to answer a series of questions before participating in a whole-class discussion. The lesson concludes with a viewing of a brief portion of Baz Luhrmann’s Romeo + Juliet in which the Prince banishes Romeo from Verona as punishment for killing Tybalt. Student learning is assessed via a Quick Write at the end of the lesson: How does Romeo's declaration, "I am fortune's fool" develop a central idea in this excerpt? For homework, students reread the Prologue to the play and respond to the following prompt: How does the Prologue support or contradict Romeo’s belief that he is “fortune’s fool”? Also for homework, students continue to read their Accountable Independent Reading (AIR) text through the lens of a focus standard of their choice and prepare for a brief discussion of their text based on that standard. Standards Assessed Standard(s) RL.9-10.2 Determine a 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. Addressed Standard(s) L.9-10.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inference drawn from the text. How does declaration, "I am fortune's fool" develop a central idea in this excerpt? High Performance Response(s) A High Performance Response should:
Identify a central idea expressed through Romeo’s words, “I am fortune’s fool” in line 138 (e.g., fate; individual identity versus group identity). Analyze how Shakespeare develops this central idea in this (e.g., Romeo’s declaration develops the central idea of fate by raising the question of whether Romeo controls his own destiny. Although Romeo chooses to kill Tybalt, saying, “[a]way to heaven, respective lenity, / And fire-eyed fury be my conduct now” (lines 125–126), he does so only after learning of Mercutio’s death. Romeo believes himself and Mercutio to be the victims of fate, calling Mercutio’s death “[t]his day’s black fate” (line 121). The line “I am fortune’s fool” develops the idea that Romeo is not in control of these events or what might happen later in the play.). Vocabulary Vocabulary to provide directly (will not include extended instruction) slander (n.) – false spoken statement that is made to cause people to have a bad opinion of someone valour (n.) – bravery temper (n.) – particular state of mind or feelings effeminate (adj.) – having feminine qualities fate (n.) – a that is believed to control what happens to a person in the future fortune (n.) – the good and bad events that happen to a person Vocabulary to (may include direct word work and/or questions) lenity (n.) – quality or of being mild or gentle, as toward others Additional vocabulary to support English Language Learners (to provide directly) exile (v.) – force (someone) to go live in a distant place or foreign country Lesson Agenda/Overview Student-Facing Agenda % of Lesson Standards & Text: Standards: RL.9-10.2, L.9-10.4.a Text: Romeo and Juliet by William Shakespeare, Act 3.1: lines 111–138 Learning Sequence: Introduction of Lesson Agenda Homework Accountability Masterful Reading 5% 15% 5% 50%
Ask students to use this lesson’s vocabulary wherever possible in their written responses. Remind students to use the Short Response Rubric and Checklist to guide their written responses. Students should continue to read their AIR Accountable Independent Reading texts through the lens of a focus standard and prepare for a 3–5 minute discussion of their texts based on that standard. Students follow Homework Reread the Prologue, lines 1–14 (from “Two households, both alike in dignity / In fair Verona” to “What here shall miss, our toil shall strive to mend”) and respond briefly to the following prompt: How does the Prologue support or contradict Romeo’s belief that he is “fortune’s fool”? Continue to read your Accountable Independent Reading text through the lens of a standard of your choice and prepare for a brief discussion of your text based on that standard.
Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text. High Performance Response(s) A High Performance Response should: Vocabulary Vocabulary to provide directly (will not include extended instruction) vied (v.) – competed with others in an attempt to get or win something aptitudes (n.) – abilities or talents catastrophic (adj.) – disastrous bliss (n.) – supreme happiness vacant (adj.) – devoid of thought, reflection, or expression compassion (n.) – feeling of wanting to help someone who is sick, hungry, in trouble, etc. rehabilitated (v.) – restored to a condition of good health, ability to work, or the like confounding (adj.) – perplexing; confusing Vocabulary to teach (may include direct word work and/or questions) None. Additional vocabulary to support English Language Learners (to provide directly) daydream (n.) – pleasant thoughts about one’s life or future that one has while one is awake ambushed (v.) – attacked from a concealed position Lesson Agenda/Overview Student-Facing Agenda Materials Standards & Text: Standards: RL.9-10.3, W.9-10.2.a, SL.9-10.1.c Text: “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell, pp. 235-240 Student copies of 9.1 Common Core Learning Standards Tool to 9.1.1 Lesson 1) Student copies of the Claims/Introductions Practice Sheet Student copies of the Mid-Unit Planning Tool Learning Sequence: Introduction of Lesson Agenda Homework Accountability Reading and Discussion Claims and Introductions Claims and Introductions: Practice
When Claudette throws dirt and stones at Mirabella, she makes “a cringing retreat into the shadows of the purple saplings” (p. 234). Mirabella is defeated and Mirabella comes to Claudette, “holding her hand out … keening a high, whining noise through her nostrils.” Her fists are “balled together like small, white porcupines, her brows knitted in animal confusion” (p. 235). Mirabella is vulnerable. 3 Mirabella is “shucking her plaid jumper in full view of the visiting cardinal,” “battling a raccoon” while the other girls take “dainty bites of peas and borscht;” she is “doing belly flops into compost” (p. 236). These behaviors show that Mirabella has not adapted to her new “host culture” and that she continues to behave like a wolf. Mirabella does not “try to earn Points by shelling walnuts and polishing Saint-in-the Box” and she does not “even know how to say the word walnut” (p. 236). Mirabella is not “aware” that her behaviors are “a failing” so she does not try to correct them (p. 236). Mirabella does not seem to value the ways of her new culture. Mirabella “hate[s] the spongy, long-dead foods” (p. 236) served at the school; she “beg[s] for scraps” (p. 237) from the other girls and “live[s] under [Claudette’s] bed, gnawing on [her] loafers” (p. 237). Mirabella has not adapted to the foods of her new “host culture” (p. 235). Formative Assessment Examples Activity 5: Quick Write 10% Instruct students to respond briefly in writing to the following prompt: How does Russell develop the characters of Mirabella and Jeanette? Instruct students to look at their annotations to find evidence. Ask students to use this lesson’s vocabulary wherever possible in their written responses. Remind students to use the Short Response Rubric and Checklist to guide their written responses.