Readability&Analysis&(Romeo%and%Juliet): West%Side%Story ... · mind+thoughts sweet!water+perfumed!water keepers+nurses paramour+lover timeless+untimely haply+perhaps impeach+charge!with!crime

Kelsey Baldridge Text: Romeo & Juliet | West Side Story Readability Analysis (Romeo and Juliet): Lexile Score-‐700L (West Side Story): Fry Score (Grade Level 6=Average # of syllables per 100 words: 151 Average # of sentences per 100 words: 7.5 ) Why is Romeo and Juliet still taught in today’s classrooms? Simple, because all around the globe there are different stories, but still the same underlying issues. Shakespeare initiated the conversation on stage about the, dare I say it, stupidity (and often times horror) of Civil War and the tragedy that can be caused by deeply rooted prejudices. Romeo and Juliet is more than just a love story, it is a cautionary tale about what happens when humans accept to hate a culture, idea, or persons because they were told to or because that’s the way it has always been. .

“Only the times and places change. Bosnia today, Rwanda and Burundi tomorrow. Jews versus Arabs, Chinese versus Japanese, blacks versus whites. There are various ostensible reasons for the endless conflicts -‐-‐ ideological differences, border disputes, oil -‐-‐ but dig just a little and you will uncover the ruinous ethnic or religious origins of the clash. The world stands helpless and sometimes depressed before the madness. Millions upon millions dead, millions more to die. It is not just the curse of our times. It seems to be the curse of all time.” -‐New York Times Article: “In America; Romeo And Juliet In Bosnia” by Bob Herbert

The story of two-‐star crossed lovers has not faded from the English cannon or from our modern day culture. According to the Common Core Standards, students should be able to read different mediums of text and also be able to see how author’s draw on other works to bolster their own stories. These two texts, Romeo and Juliet written by Shakespeare and the musical West Side Story written by Arthur Laurents are texts that are easily paired together. They are completely different in terms of vernacular, setting, and culture but they still grapple with the same underlying theme. I chose to do the Lexile Score for Romeo and Juliet, which ended up being 700L (the harder of the two texts) and the Fry Score for West Side Story. The Fry Score for West Side Story showed that the text in the play is at a 6th grade reading level. The discrepancy between the reading levels will help keep students motivated after reading Romeo and Juliet. Romeo and Juliet will be the harder of the two texts to get students motivated to read. I believe that some of the jargon and vocabulary that Shakespeare uses will be hard for students to comprehend. It will be frustrating for struggling readers to comprehend words and phrases that they have never seen before. One thing that I believe will help teaching this particular text is to keep in mind that both of these particular texts were meant to be seen. I will spend longer addressing the vocabulary in Romeo and Juliet than in West Side Story. For West Side Story, I hope to spend longer addressing the theme and the cultural impact of this musical on the time period and how dramas and musicals often reflect the world outside of us and real issues.

This will be the fastest Unit on Romeo and Juliet ever (reading it in class) most of the lesson plans and activities can be moved or changed based on the reaction and overall feel I get from students. I plan to finish reading the original play in two weeks time; during which, students will be extremely busy completing many different assignments that create coherence and relevance to the play that aligns with the district standards and Common Core standards. I will focus the next two weeks primarily on integrating cultural and historical importance of the play and also including practice time for their community performance of “Romeo and Juliet.” The entire Unit would be roughly four weeks long. I believe that the performative aspect of the play is crucial for 9th graders to not only watch but be able to enjoy the bright lights and get a chance to shine on stage (creating their own interpretive version of their scene). There will be opportunities for students to take more of a leadership position if they choose to be the director of their scene or if they decide that they will be on stage crew or light crew for all of the productions. All of the Handouts are at the bottom of the lesson plans: On the Weebly they will all be found on one page designed specifically for students and parents to be on the same page and so that everything that will be graded will be found in one place.

(If you are gone: All of the handouts will be due at the end of the Unit-‐in a portfolio form. Please turn in any assignments that you want graded or feedback on before the end of the Unit) Objectives: 1 English nine students will be able to act out Romeo and Juliet and learn the history and background on the importance of the play. The first objective I want to include is having the students in the class not just merely read the play but be able to analyze and understand the concepts. I want to get the students engaged and hopefully have this portion be the most enjoyable. I hope to use videos to include students and also use social media type activities to relate this age-‐old story back to them. 2 English nine students will be able to increase their writing skills by learning different vocabulary of Shakespeare’s time and using it in their own writing as they act out the play. They will have to define some unfamiliar terms to start out and then also use those terms in sentences to reinforce the meaning of the term. I really want to use a diary activity, letter writing, and writing that they will do in some of the social media activities to help them increase their writing skills and help them relate to the text. 3 English nine students will be able to increase their communication skills because of the drama and performance aspect of this unit, each student will get the opportunity to read a part from the play. This play will be acted out during class and this will also give some students the chance to listen (Community Performance) 4 English nine students will be able to identify different parts of the text and analyze quotes that have significant impact on the play. They will understand the definition of a Shakespearean tragedy and the flaws and strengths of the different characters. Themes and Characterization will also be two key parts that students will need to identify through the text. Vocabulary List Selected: (Reference and Notes are at the back of students text in the index). We will be coming familiar with the terms by using references (Dictionary, thesaurus, internet), using context to guess what the term is, Guided imagery, note taking, and reaction guides) (Conley 115). Act I: Star-‐crossed: Star-‐crossed lovers were lovers born under an unfavorable star, hence destined to destruction Elizabethans believed that heavenly bodies influenced the lives of men Covert-‐hidden place in the woods Ware: Aware Humour: desire, inclination Importuned: asked repeatedly or begged Morrow: Morning Shrift: Confession Soft: Wait Happy by thy stay: lucky in your waiting Transgression: offense or crime ACT II: Alike-‐equally Conjure: Call up a spirit by magic Counsel: Intimate thoughts Steads my foe: aids my enemy pox: plague

Form: fashion Tall: brave Saucy Merchant: a rude fellow Prating: chattering Before, and apace: Go before me and quickly Now...cheeks: Now you begin to blush Blazon: proclaim Ally: kinsman Fortune’s fool: plaything of a fortune Retorts: throws back Act III: Civil-‐refined courteous God save the mark-‐an oath to keep off bad luck Corse-‐corpose needly-‐necessarily Modern-‐ordinary simpleness-‐foolishness blaze-‐proclaim mewed up-‐cooped up Night’s candles-‐stars Division-‐musical variety affray-‐frighten fettle-‐make ready chop-‐logic: one who argues with over subtle distinctions puling-‐whining be forsworn-‐break my oath Beshrew-‐curse Act IV: shield-‐forbid commission-‐authoriry drift-‐purpose waned-‐pale peevish-‐silly conceit-‐idea or imagining rage-‐madness logger-‐head: block head watching-‐staying awake fast-‐fast asleep pennyworths-‐little naps unhappy-‐fatal dump-‐sad tune gleek-‐jest cry you mercy-‐beg your pardon Act V: Bosom’s lord-‐heart I defy you, stars-‐reference to fate Dram-‐drink Cordial-‐heart stimulant

mind-‐thoughts sweet water-‐perfumed water keepers-‐nurses paramour-‐lover timeless-‐untimely haply-‐perhaps impeach-‐charge with crime privy-‐aware of the secret as this-‐on this very jointure-‐part of a dowry reserved for a widow glooming-‐gloomy Lexile Suggested Vocabulary: Confiding, misfortunes, snicker, deceiving, fretting, clack, lark, sealing, household Overview of 10 days:

Monday: Watch Death Scene from Romeo and Juliet Start Unit: Discuss Final Project and Community Performance Reading: Prologue (Reading Workshop) Exit Ticket: Share a line that you chose

Tuesday: Morality Anticipation Guide Text to Text| Sunnites and Shunnies Wait, What Packet: Reading out-‐loud in class In Class: Finish Scene 2

Wednesday: How does Romeo describe love? -‐Is there a correlation between love and hate? Act Out http://www.nytimes.com/1994/05/08/opinion/in-‐america-‐romeo-‐and-‐juliet-‐in-‐bosnia.html Word Wall-‐Exit Slip: Write down a word from the reading that you have NO IDEA WHAT IT MEANS HW: Vocabulary Activity from

Thursday: Metaphor Activity: Using metaphors to dive into love and hate Balcony Scene: Draw in graphic novel form Share/Present Introduce Multi-‐generational Interview Project (If time: watch Orlando Bloom’s performance of this scene) http://nyti.ms/1bEYEQl HW: Read to Act III

Friday: “Wait What” and “Character-‐Who Dunnit” Societal presentation about the time period-‐-‐Then discuss time period of West Side Story Watch the Rumble Scene in West Side Story where Tony kills Bernardo Read-‐Act III Scene I Discuss: Can your love for someone exonerate their actions? Can you ever forgive someone who kills your family?

selected Word Wall

Monday: ACT II Scene 3-‐Scene 4 Read -‐ACT IV in class Discussion Fortune and Fate O fortune, fortune all the men call thee fickle (93) HW-‐Read through Scene 4 (Juliet takes the potion)

Tuesday: Biochemistry of Love http://learning.blogs.nytimes.com/2013/11/21/text-‐to-‐text-‐romeo-‐and-‐juliet-‐and-‐montague-‐and-‐capulet-‐as-‐shiite-‐and-‐sunni/ HW: Read to Act V

Wednesday: Day of Death Rewatch: Death Scene Graveyard-‐Create a graveyard of all of the characters who perished from both houses HW: to the end Think of the Prince’s words at the beginning…”A plague on both of your houses…”

Thursday: Cultural references of Romeo and Juliet: How it is still seen today “Dear Juliet” http://www.npr.org/2013/04/16/177027206/letters-‐of-‐heartbreak-‐find-‐some-‐love-‐in-‐verona-‐italy Socratic Circle: Who is responsible for the Death of Romeo and Juliet -‐Everyone create questions revolving around the text specifically focusing around the key themes of (fate, love, hate, family, and also of the idea of “liability and responsibility”)

Friday: Multi-‐generational Project DUE -‐Debrief Socratic Circle: Highlight some of the key points Watch the end of West Side Story: How do they differ? Why? What is a better story? Start Writing Essay | Groups for Performance (talk about performance in the next week and a half)

Baldridge Lesson Plans| Monday

9th Grade English Literacy Museum: Romeo and Juliet and WSS

STUDENT LEARNING OBJECTIVE/S Text: Romeo and Juliet and West Side Story Readability Analysis (Romeo and Juliet): Lexile Score-‐700L (West Side Story): Fry Score (Grade Level 6=Average # of syllables per 100 words: 151 Average # of sentences per 100 words: 7.5 )

CCSS.ELA-‐LITERACY.RL.9-‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-‐LITERACY.RL.9-‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-‐LITERACY.RL.9-‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Instructional Learning Objective: Students will be able to use textual evidence to analyze the text as well as determine meanings of words and phrases that are used in the text. They will also see how language is shaped and used differently even though both texts are telling the same central story.

ASSESSMENT FOR LEARNING (SUMMATIVE OR FORMATIVE):

See rubrics and assignment sheets for summative assignments due at the end of the Unit

CHARACTERISTICS OF THE EXEMPLARY WORK PRODUCT:

Formative Assessment: They will receive a graphic organizer that has a section for ‘figuring out clues’ which is the space for vocabulary words. The whole theme of the organizer is to help them write their final summative assessment which is to write a five paragraph essay stating who they think is responsible for ‘Romeo and Juliet’s death’

KEY/ESSENTIAL QUESTIONS ● Students will have a filled out graphic organizer and are willing to write down and find out the meanings to words that they do not know.

KEY/ACADEMIC VOCABULARY ESSENTIAL QUESTIONS: (adapted from the NYC curriculum) Overarching Essential Questions:

● Who or what is to blame for Romeo and Juliet's death? ● Does passion help or hinder us? ● Whose needs should take precedence: self or society? ● Are we in charge of our destiny?

MATERIALS/ITEMS NEEDED From the Lexile Score Test: [Confiding, misfortunes, snicker, deceiving, fretting, clack, lark, sealing, household] Notes and Glossary: use as needed (we are going to continually integrate vocabulary into the lessons so that students are able to read and comprehend the text because many of the words are unfamiliar) FOCUS on the prologue to Prince’s dialogue

HOOK/WARM-‐UP http://www.youtube.com/watch?v=8GDd83IQDxw

ACTIVITIES Watch the death scene from Romeo + Juliet http://www.youtube.com/watch?v=8GDd83IQDxw Discuss the final project: We just witnessed a double suicide. But who is responsible for the

deaths of Romeo and Juliet. Through textual analysis and cross-‐referencing another case (West Side Story) we will get to the bottom of this case. Explain to the students that after reading/watching/performing Romeo and Juliet and writing in their graphic organizers (WhoDunnit) throughout the Unit, students will then watch West Side Story and decide who is responsible for the death of Romeo and Juliet?

HOMEWORK/EXTENSIONS/HOME LINK

● The teacher would read the Prologue and further explain what a prologue means to the play

● With a partner students would annotate their prologue (decipher what it means) the pairs will then write an abridged version of the prologue (essentially a thesis statement or the essence of the play in one to two sentences) and a few groups will share with the class

● Before the class continues on reading the next part, the teacher would hand out the “Wait, What?” worksheet and the “WhoDonnit” worksheet

● Briefly would discuss some of the words that Shakespeare has created/are still used in our everyday language

● Continue reading through the Prince’s part (using the “Wait, What” sheet as needed)

● In small groups students will pick out a line that they thought was most interesting/captivating from the passages so far (they will share out these lines in a popcorn read). While reading, some students potentially would have a “Wait, What?” question that could be answered by a student who chose a particular line for their popcorn read

● As an exit ticket, students will share this line that they chose and explain their reasoning to why they chose that particular passage

Read the next part of the passage

Teacher Strategies (Best Practices) Student choice Model reading

strategies Modeling writing strategies or the writing process

Cooperative learning Reading aloud

Independent reading Writing before and after reading

Implementing pre/post/during reading

activities

Teaching reading strategies

Close reading

Hands-‐on learning/ manipulatives utilized

Small group Higher-‐order thinking skills

Real-‐world connections Criteria charts created Rubrics created

Mentor texts Anchor pieces Research/research materials

Classroom literacy/library

Writing workshop time

Teaching grammar and mechanics in context

Movement Individual conferencing Computer lab work Assessment

Baldridge Lesson Plans | Tuesday



CCSS.ELA-‐LITERACY.RL.9-‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-‐LITERACY.RL.9-‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-‐LITERACY.RL.9-‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Instructional Learning Objective: Students will be able to use textual evidence to analyze the text as well as determine meanings of words and phrases that are used in the text. They will also see how language is shaped and used differently even though both texts are telling the same central story


Formative: Discussion based questions and textual examples from reading


Morality Anticipation Guide Is love more powerful than hate? Wait, What Packet: Reading out-‐loud in class Finish Scene 2 | Students will take turns reading (actually trying to perform)

KEY/ESSENTIAL QUESTIONS ● What constitutes a tragedy? ● Is love more powerful than hate? ● Does family always come first? ● Who would you choose (family or loved one?)

KEY/ACADEMIC VOCABULARY Shitte and Sunnies (vocabulary from the text) Students will have to refer to the back if they are having a hard time following along to the vocabulary -‐Utilize the “Wait, What” graphic organizer: the more this is filled out the better reference it will before the entire unit and it is a great discussion topic

MATERIALS/ITEMS NEEDED Excerpt of the New York Times Article comparing Shitte and Sunnies to Romeo and Juliet accompanied by the “Text to Text” Worksheet “Wait, What” packet

HOOK/WARM-‐UP http://www.nytimes.com/2012/04/29/world/middleeast/in-‐

iraq-‐romeo-‐and-‐juliet-‐portrays-‐montague-‐and-‐capulet-‐as-‐shiite-‐and-‐sunni.html?_r=0 “Where are the Romeos?” she said. “We’ve had enough of gun-‐toting, dim young men.”

● Using this excerpt they will get a hand out “Text to Text” and they will compare the prologue to this article

ACTIVITIES Read Article In class Discussion-‐Morality Questions: Start to delve into the question about family and tragedy “Wait, Wait”-‐Scene 2 (read silently or in groups)


Finish Scene 2






activities


Close reading









Baldridge Lesson Plans | Wednesday



CCSS.ELA-‐LITERACY.RL.9-‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-‐LITERACY.RL.9-‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-‐LITERACY.RL.9-‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g.,

how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Instructional Learning Objective: Students will be able to use textual evidence to analyze the text as well as determine meanings of words and phrases that are used in the text. They will also see how language is shaped and used differently even though both texts are telling the same central story


Formative: Word for Word Wall selected Discussion Questions: Free-‐write (not graded-‐this is a completion grade that will be included in their portfolio)


Discussion Questions: Students actively participate in discussion after reading “In America: Romeo and Juliet in Bosnia” Students actively engage in the text and are able to pull in cite quotations on Romeo and how he currently is describing being “in love” with Rosaline How does Romeo describe love? How do you describe love? What’s the difference between puppy love and real love?

KEY/ESSENTIAL QUESTIONS Key Quotes from Text: Admira's grandmother, Sadika Ismic, was not so sanguine. "Yes, I did have something against it," she says. "I thought, 'He is a Serb, she is a Muslim, and how will it work?' " Admira wrote: "My dear love, Sarajevo at night is the most beautiful thing in the world. I guess I could live somewhere else but only if I must or if I am forced. Just a little beat of time is left until we are together. After that, absolutely nothing can separate us."

● Can love overcome all? ● How does Romeo describe love? ● How do you describe love? Are some people not meant to

be? (love is not possible) ● What’s the difference between puppy love and real love? ● Is there a correlation between love and hate?

(Discuss any other key issues that came up during the text. This text is crucial to tying “West Side Story” and “Romeo and Juliet” together. I really hope that students understand the relevance of Romeo and Juliet on this day so that when they are reading they see the impact that this writing still has in our lives/this lives today)

KEY/ACADEMIC VOCABULARY Eastern Orthodox Serb Muslim carnage riveted sanguine eradicating This is a harder text: I will read the article out loud and I will have students CIRCLE words they don’t know. UNDERLINE their favorite line (or a line that sticks out to them).

MATERIALS/ITEMS NEEDED http://www.nytimes.com/1994/05/08/opinion/in-‐america-‐romeo-‐and-‐juliet-‐in-‐bosnia.html

HOOK/WARM-‐UP Favorite love songs? I will play love songs as they enter the room.

We will then read the NY Times article and discuss the essential questions about love (love found in both of the texts-‐-‐currently “love” to Romeo is his puppy love with Rosaline)

ACTIVITIES ● LOVE: Discussion (handout) ● Act Out | Popcorn Read: Every time I say Montague

(left side of the room) or Capulet (right side of the room) a different person will read from whichever side that is yelled.

● Word Wall-‐Exit Slip: Write down a word from the

reading that you have NO IDEA WHAT IT MEANS (please decide on the word while we are reading)

● HW: Vocabulary Activity from selected Word Wall


Read the next part of the passage and create a visual representation of your word. EXAMPLE: “a pretty age” means a fitting age to discuss marriage (create a picture of two people talking and then putting on a wedding dress) This will be presented and displayed on Thursday.






activities


Close reading









Baldridge Lesson Plans | Thursday



CCSS.ELA-‐LITERACY.RL.9-‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-‐LITERACY.RL.9-‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-‐LITERACY.RL.9-‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Instructional Learning Objective: Students will be able to use textual evidence to analyze the text as well as determine meanings of words and phrases that are used in the text. They will also see how language is shaped and used differently even though both texts are telling the same central story


Formative Assessment: Word Wall Formative Assessment: Graphic Novel | The Balcony Scene


Students will have a picture of their selected word and will present to the class. After their presentation they will put their drawing on the “Word Wall”

KEY/ESSENTIAL QUESTIONS What is love? Can love be described through objects? How is an abstract term understood (metaphors and similes)

KEY/ACADEMIC VOCABULARY ACT II: Vocabulary (Word Wall)

MATERIALS/ITEMS NEEDED Metaphor activity worksheet Youtube video Graphic novel sheets Multi-‐generational Interview Project

HOOK/WARM-‐UP Metaphor Activity: Using metaphors to dive into love (Watch Orlando Bloom’s performance of this scene) http://nyti.ms/1bEYEQl Does Romeo’s version of “love” change?

ACTIVITIES Get in groups of 6: Balcony Scene Draw your selected excerpt from the famous balcony scene on the graphic novel handouts given “O Romeo, Romeo Wherefore art thou Romeo” Balcony Scene: Draw in graphic novel form | I will go around taking pictures and will select the best ones to show to the class Friday (As a group you should have the whole scene done). When you are finished drawing share your work with your group. Shakespeare was a writer during the Renaissance period. Twelve was common marrying age for females and 14 was the marrying age for males and it was common practice for the parents be the matchmakers for their children. This story goes against the grain-‐where love is decided without the parents approval. The Multi-‐generational Interview Project is a space for students to interview a relative that is older than them about the societal expectations of teens during

their days. (See handout) Introduce Multi-‐generational Interview Project (if time)


HW: Read to Act III






activities


Close reading









Baldridge Lesson Plans | Friday



CCSS.ELA-‐LITERACY.RL.9-‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-‐LITERACY.RL.9-‐10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-‐LITERACY.RL.9-‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Instructional Learning Objective: Students will be able to use textual evidence to analyze the text as well as determine meanings of words and phrases that are used in the text. They will also see how language is shaped and used differently even though both texts are telling the same

central story


Formative: “Wait What” and “Character-‐Who Dunnit” (continue to fill out these worksheets)


Participates in class discussion

KEY/ESSENTIAL QUESTIONS Can your love for someone exonerate their actions? Can you ever forgive someone who kills someone in your family? Do we often turn a blind eye to those we love?

KEY/ACADEMIC VOCABULARY Exonerate Rumble Shakespeare vocabulary: “Wait, What”

MATERIALS/ITEMS NEEDED Youtube videos of the “Rumble” in West Side Story Youtube video of “Our Deal” the music video

HOOK/WARM-‐UP Societal presentation about the time period of Romeo and Juliet-‐-‐Then discuss time period of West Side Story (The increase of Puerto Ricans in New York City) Watch the Rumble Scene in West Side Story where Tony kills Bernardo (Maria’s brother) and then watch “Our Deal” the music video

ACTIVITIES Read-‐Act III Scene I: Romeo kills Juliet’s relative


Homework: Act III all the way to Scene 4






activities


Close reading









Baldridge Lesson Plans | Monday





Formative Assessments: Keep working on all of the different handouts given throughout the Unit so far-‐-‐”Wait, What?” “Who Dunnit” “Text to Text” “Love, Love, Love” Multi-‐generational Interview


Person selected for Multi-‐generational Interview

KEY/ESSENTIAL QUESTIONS What role has fortune and fate played in the story so far? Is there such a thing as fate? (or is everything just coincidence?) “O I am Fortune’s Fool” -‐Romeo O fortune, fortune all the men call thee fickle” -‐Juliet

KEY/ACADEMIC VOCABULARY Fortune’s Fool Wait, What?-‐Key terms from reading

MATERIALS/ITEMS NEEDED Fortune cookies

HOOK/WARM-‐UP Fortune cookies | Every person will have a fortune cookie on their desk-‐-‐we will then discuss the role of fate and fortune in the story thus far (also recapping what they read over the weekend)

ACTIVITIES Discussion Fortune and Fate Read Act IV in class (independently)


HW-‐Read through Scene 4 (Juliet takes the potion)






activities


Close reading









Baldridge Lesson Plans | Tuesday





Formative: Essay prompt for the day: Biochemistry of Love


Biochemistry of Love: Helen Fisher https://www.youtube.com/watch?v=OYfoGTIG7pY

KEY/ESSENTIAL QUESTIONS Is Romeo and Juliet’s love real? Or is it just an infatuation? Would you make a life-‐altering decision for a significant other at your age?

KEY/ACADEMIC VOCABULARY Medial Terms in the different Articles

MATERIALS/ITEMS NEEDED Youtube Video: Biochemistry of Love with Helen Fisher

https://www.youtube.com/watch?v=OYfoGTIG7pY

HOOK/WARM-‐UP Watch Biochemistry of Love| Helen Fisher

ACTIVITIES Students will get into groups of three. Each student will read on of these articles and then share the basic summary to the other group members: While reading students should circle vocabulary words they are unsure of, star the key points, and select one sentence that they found to be the most powerful http://www.psychologytoday.com/blog/addiction-‐in-‐society/200902/taking-‐words-‐seriously-‐romeo-‐and-‐juliet-‐are-‐troubled-‐kids http://www.npr.org/templates/story/story.php?storyId=124119468 http://www.nytimes.com/roomfordebate/2012/05/28/do-‐we-‐need-‐to-‐redefine-‐adulthood After reading and sharing about the articles students will have a prompt that they will have to respond to-‐”Are Romeo and Juliet responsible for their behavior?” Is love a good enough reason for their actions?


HW: Read to Act V






activities


Close reading









Baldridge Lesson Plans | Wednesday


STUDENT LEARNING OBJECTIVE/S Text: Romeo and Juliet and West Side Story Readability Analysis (Romeo and Juliet): Lexile Score-‐700L

CCSS.ELA-‐LITERACY.RL.9-‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-‐LITERACY.RL.9-‐10.4 Determine the meaning of words and phrases as they are used in the text,

(West Side Story): Fry Score (Grade Level 6=Average # of syllables per 100 words: 151 Average # of sentences per 100 words: 7.5 )

including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-‐LITERACY.RL.9-‐10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Instructional Learning Objective: Students will be able to use textual evidence to analyze the text as well as determine meanings of words and phrases that are used in the text. They will also see how language is shaped and used differently even though both texts are telling the same central story


Formative Assessment: They will receive a graphic organizer that has a section for ‘figuring out clues’ which is the space for vocabulary words. The whole theme of the organizer is to help them write their final summative assessment which is to write a five paragraph essay stating who they think is responsible for ‘Romeo and Juliet’s death’


All of the characters who passed away are lying peacefully in the Verona cemetery Students are starting to formulate their own theories on who is responsible for the death of Romeo and Juliet so that they are ready to begin their (5 paragraph persuasive essay: Who is or what is responsible for Romeo and Juliet’s death)

KEY/ESSENTIAL QUESTIONS “For never was a story of more woe, Than this of Juliet and her Romeo” ● Were Romeo and Juliet’s actions heroic? Or cowardly?

● Was death the only way that these two houses could

settle their differences?

KEY/ACADEMIC VOCABULARY Scourge Jointure

MATERIALS/ITEMS NEEDED Graveyard Worksheet

HOOK/WARM-‐UP Day of Death Rewatch: Death Scene “Crime Scene”

ACTIVITIES Graveyard-‐Create a graveyard of all of the characters who perished from both houses Work time: to read or to catch up on any of the homework thus far

HOMEWORK/EXTENSIONS/HOME HW: Read to the end

LINK






activities


Close reading









Baldridge Lesson Plans | Thursday





Formative: Socratic Circle Participation DUE tomorrow: Multi-‐generational Project


Socratic Circle: Who is responsible for the Death of Romeo and Juliet? Everyone creates at least three questions revolving around the text specifically focusing around the key themes of (fate, love, hate, family, and also of the idea of “liability and responsibility”) How does society play a role in this? Are there any other parallels that you can make from this text? When students are on the outside they need to be actively listening

KEY/ESSENTIAL QUESTIONS This discussion is student led but here are some of the key things that I hope are discussed in the Socratic Seminar:

● Who or what is to blame for Romeo and Juliet's death? ● Does passion help or hinder us? ● Whose needs should take precedence: self or society? ● Are we in charge of our destiny?

KEY/ACADEMIC VOCABULARY Use in-‐cite quotations to back up answers or ask questions

MATERIALS/ITEMS NEEDED NPR Audio: “Dear Juliet” http://www.npr.org/2013/04/16/177027206/letters-‐of-‐heartbreak-‐find-‐some-‐love-‐in-‐verona-‐italy Socratic Seminar handout

HOOK/WARM-‐UP “Dear Juliet” http://www.npr.org/2013/04/16/177027206/letters-‐of-‐heartbreak-‐find-‐some-‐love-‐in-‐verona-‐italy This is just a light news story about how Juliet still lives on in Verona. (Optional assignment for portfolio write a “Letter to Juliet” or answer a “Letter to Juliet”)

ACTIVITIES “Dear Juliet” http://www.npr.org/2013/04/16/177027206/letters-‐of-‐heartbreak-‐find-‐some-‐love-‐in-‐verona-‐italy Socratic Circle: Who is responsible for the Death of Romeo and Juliet?


Multi-‐generational Project DUE






activities


Close reading









Baldridge Lesson Plans | Friday





Formative Assessment-‐Multi-‐Generational Project DUE Start Summative Projects: 5 paragraph persuasive essay and performance


● See Handout for Multi-‐generational Interview

● Start to gather and put together the portfolio that has all of the worksheets and writing from this Unit

KEY/ESSENTIAL QUESTIONS Which version of “Romeo and Juliet” is better? The West Side Story version or the original? Maria states that she can now kill because she “hates” does murder stem from hate? Is murder ever justified? (Romeo killing Mercutio, Chino killing Tony, Tony killing Bernardo etc.)

KEY/ACADEMIC VOCABULARY

MATERIALS/ITEMS NEEDED Youtube: End of West Side Story https://www.youtube.com/watch?v=DGtD5QAaAGY -‐Debrief Socratic Circle: Highlight some of the key points -‐Essay Rubric -‐Groups for Performance: Roles

HOOK/WARM-‐UP Socratic Seminar Debrief/Youtube: https://www.youtube.com/watch?v=DGtD5QAaAGY Discuss Essential Questions

ACTIVITIES ● Watch the end of West Side Story: How do they differ?

Why? What is a better story? ● Present Multi-‐Generational Interviews (Those that

want to) ● Life lessons? Open time to discuss the text ● Start Writing Essay | Groups for Performance (talk

about performance in the next week and a half)


Start Writing Essay | Groups for Performance (groups selected-‐talk about performance in the next week and a half and roles) Memorize, Memorize, Memorize!






activities


Close reading









Wait, What?

Shakespeare has helped mold and shape the language that we use today; in fact over 1,700 come from him changing nouns into verbs, changing verbs into adjectives, connecting words, adding to the beginning or ends of words, or just creating new words all together. He’s incredible; his works are incredible. His extensive vocabulary and his words are increasingly less incredible if we don’t know what he is saying. This is a space for you to write down words or phrases when you find yourself having NO idea what this guy (Shakespeare) is trying to portray to the audience. What? “Have at Thee”

Oh, I get it. Attack

What? Oh, I get it.

Whodunnit?: Romeo and Juliet/West Side Story

“For never was a story of more woe than this of Juliet and her Romeo.” -‐Shakespeare

Still one of the greatest and most tragic love stories of all time, Romeo and Juliet has lived on through diligent readers like you, but this time we are looking for who’s to blame. Please help us, as you read through (see the play

performed and perform parts of the play) we hope that you will be able to give us your informed opinion on who is responsible for the death of Romeo and Juliet?

Suspects Typical Appearance or Character Traits

Important Dialogue? Clues: What this dialogue means

Motive?

Lord Capulet

Lady Capulet

Lord Montague

Lady Montague

Nurse

Tybalt

Juliet

Paris

Friar

Romeo

The Prince

Benvolio

Mercutio

Name:

Morality Anticipation Guide | Comparing Texts “Romeo and Juliet” to “Montague and Capulet as Shiite and Sunni’ 1. In a few sentences answer the question: Is love more powerful than hate?:

Directions: After reading “Montague and Capulet as Shiite and Sunni” compare to the Prologue of “Romeo and Juliet”

“Montague and Capulet as Shiite and Sunni” “Romeo and Juliet: Prologue”

What is each text saying? What are the similarities? What are the differences? Any Questions or Probing Thoughts?

Name: Writing Prompts

1. How does Shakespeare show conflict and contrast in the language of the prologue?

2. Shakespeare gives away the entire play during the Prologue:

“A pair of star-‐crossed lovers take their life;

Whose misadventured piteous overthrows

Doth with their death bury their parents’ strife”

Which lines mirror the situation between the Sunnis and Shias outlined in the article?

3. How have Shakespeare’s plays been performed and received throughout recent history in Iraq?

Love <3 Love <3 Love <3 Love <3 Love <3 Love <3 Love <3 Love<3 Love <3 Love <3 Love <3 Love<3 Name: Write down as many love songs as you can think of:

1. Can love overcome all?

2. How does Romeo describe love? (When he is talking about Rosaline) Use direct quotes:

3. How do you describe love? Are some people not meant to be? (Love is not possible)

4. What’s the difference between puppy love and real love?

5. Is there any correlation between love and hate? Name: Metaphor Activity | I never “metaphor” I didn’t like. Choose 5 nouns: 1. 2. 3. 4. 5. Using those nouns create metaphors or similes about love-‐try to incorporate some of the things we talked about during our “love discussion” yesterday EXAMPLE: (FLOWER) Love is a flower waiting to be picked from the garden. Sentence:

Sentence: Sentence: Sentence: Sentence: What are examples of metaphors or similes you have found in the text so far? Create a graphic novel story using an excerpt of Romeo and Juliet’s famous “balcony scene” Choice #1: Choice #2:

SCENE II. Capulet's orchard. Enter ROMEO ROMEO He jests at scars that never felt a wound. JULIET appears above at a window But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief, That thou her maid art far more fair than she: Be not her maid, since she is envious; Her vestal livery is but sick and green And none but fools do wear it; cast it off. It is my lady, O, it is my love! O, that she knew she were! She speaks yet she says nothing: what of that? Her eye discourses; I will answer it. I am too bold, 'tis not to me she speaks: Two of the fairest stars in all the heaven, Having some business, do entreat her eyes To twinkle in their spheres till they return. What if her eyes were there, they in her head?

ROMEO She speaks: O, speak again, bright angel! for thou art As glorious to this night, being o'er my head As is a winged messenger of heaven Unto the white-‐upturned wondering eyes Of mortals that fall back to gaze on him When he bestrides the lazy-‐pacing clouds And sails upon the bosom of the air. JULIET O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And I'll no longer be a Capulet. ROMEO [Aside] Shall I hear more, or shall I speak at this? JULIET 'Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What's Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part

The brightness of her cheek would shame those stars, As daylight doth a lamp; her eyes in heaven Would through the airy region stream so bright That birds would sing and think it were not night. See, how she leans her cheek upon her hand! O, that I were a glove upon that hand, That I might touch that cheek! JULIET Ay me!

Belonging to a man. O, be some other name! What's in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call'd, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for that name which is no part of thee Take all myself. ROMEO I take thee at thy word: Call me but love, and I'll be new baptized; Henceforth I never will be Romeo.

Choice #3 JULIET What man art thou that thus bescreen'd in night So stumblest on my counsel? ROMEO By a name I know not how to tell thee who I am: My name, dear saint, is hateful to myself, Because it is an enemy to thee; Had I it written, I would tear the word. JULIET My ears have not yet drunk a hundred words Of that tongue's utterance, yet I know the sound: Art thou not Romeo and a Montague? ROMEO Neither, fair saint, if either thee dislike. JULIET How camest thou hither, tell me, and wherefore? The orchard walls are high and hard to climb, And the place death, considering who thou art, If any of my kinsmen find thee here. ROMEO With love's light wings did I o'er-‐perch these walls; For stony limits cannot hold love out, And what love can do that dares love attempt; Therefore thy kinsmen are no let to me. JULIET If they do see thee, they will murder thee.

Choice #4 ROMEO Alack, there lies more peril in thine eye Than twenty of their swords: look thou but sweet, And I am proof against their enmity. JULIET I would not for the world they saw thee here. ROMEO I have night's cloak to hide me from their sight; And but thou love me, let them find me here: My life were better ended by their hate, Than death prorogued, wanting of thy love. JULIET By whose direction found'st thou out this place? ROMEO By love, who first did prompt me to inquire; He lent me counsel and I lent him eyes. I am no pilot; yet, wert thou as far As that vast shore wash'd with the farthest sea, I would adventure for such merchandise.

Choice #5 JULIET Thou know'st the mask of night is on my face, Else would a maiden blush bepaint my cheek For that which thou hast heard me speak to-‐night Fain would I dwell on form, fain, fain deny What I have spoke: but farewell compliment! Dost thou love me? I know thou wilt say 'Ay,' And I will take thy word: yet if thou swear'st,

Choice #6 JULIET Well, do not swear: although I joy in thee, I have no joy of this contract to-‐night: It is too rash, too unadvised, too sudden; Too like the lightning, which doth cease to be Ere one can say 'It lightens.' Sweet, good night! This bud of love, by summer's ripening breath, May prove a beauteous flower when next we meet.

Thou mayst prove false; at lovers' perjuries Then say, Jove laughs. O gentle Romeo, If thou dost love, pronounce it faithfully: Or if thou think'st I am too quickly won, I'll frown and be perverse an say thee nay, So thou wilt woo; but else, not for the world. In truth, fair Montague, I am too fond, And therefore thou mayst think my 'havior light: But trust me, gentleman, I'll prove more true Than those that have more cunning to be strange. I should have been more strange, I must confess, But that thou overheard'st, ere I was ware, My true love's passion: therefore pardon me, And not impute this yielding to light love, Which the dark night hath so discovered. ROMEO Lady, by yonder blessed moon I swear That tips with silver all these fruit-‐tree tops-‐-‐ JULIET O, swear not by the moon, the inconstant moon, That monthly changes in her circled orb, Lest that thy love prove likewise variable. ROMEO What shall I swear by? JULIET Do not swear at all;

Good night, good night! as sweet repose and rest Come to thy heart as that within my breast! ROMEO O, wilt thou leave me so unsatisfied? JULIET What satisfaction canst thou have to-‐night? ROMEO The exchange of thy love's faithful vow for mine. JULIET I gave thee mine before thou didst request it: And yet I would it were to give again. ROMEO Wouldst thou withdraw it? for what purpose, love? JULIET But to be frank, and give it thee again. And yet I wish but for the thing I have: My bounty is as boundless as the sea, My love as deep; the more I give to thee, The more I have, for both are infinite. Nurse calls within I hear some noise within; dear love, adieu! Anon, good nurse! Sweet Montague, be true. Stay but a little, I will come again. Exit, above ROMEO O blessed, blessed night! I am afeard. Being in night, all this is but a dream, Too flattering-‐sweet to be substantial.

Name:

Multi-‐generational Interview

Shakespeare used the theatre and his works to spark change and challenge societal norms during the renaissance. During his time period, girls were marrying age at 12 and the boys were marrying age by 14. Parents often were the ones who played matchmaker for their children-‐meaning marrying someone because you were “in love” was not common practice, you married for status. Expectations for teenagers and adolescents change with every generation, but many things stay the same. With this project you will be able to see for yourself if-‐ “the more things change, the more they stay the same.” Interview an older family member about how they were supposed to act when they were children and teenagers. Ideally this person should be at least 30 years older than you. Sample questions could be:

● What did your parents expect from you in terms of marriage or a career? Did you have to fight them to get your own way or did you agree?

● How was a child supposed to act at a grown-‐up party? ● Were children expected to work or go to school? What did you study? ● What were the clothes like? ● How were teenagers supposed to go about dating? Was there a certain period of time that had to

be observed before “going steady” You are free to make up your own questions! Directions:

1. Select your person 2. Create questions to ask your selected person 3. Write up your questions and responses (you may do a telephone interview but it might be

beneficial if you audio record your interview) 4. Write a reflection: How are things different? How are they the same? How does adolescents and

dating rituals compare to “Romeo and Juliet?” What is something new that you learned? What do you still wish to know?

DUE: Friday after finishing Romeo and Juliet

Name:

Biology of Love | Ted Talk What is she saying? How is are these scientific findings relevant to Romeo and Juliet? Based on the video do you think that Romeo and Juliet’s love is real? Or are the two just infatuated with each other? Get in groups of Three: Psychology Today: “Taking Words Seriously -‐ Romeo and Juliet are Troubled Kids” Summary:

NPR: The Teen Brain: It's Just Not Grown Up Yet Summary:

Room for Debate: Do we need to redefine adulthood? Summary:

Writing Prompt: Romeo and Juliet end up losing their lives because of their “love” and because they made impulsive decisions. Based on the text and the three articles above, write an essay explaining whether Romeo and Juliet should be held responsible for their behavior. Name:

Deaths in Romeo and Juliet | Verona Cemetery

1. Cause of Death: _________________________________________________________________________________________

Who killed this person? ________________________________________________________________________________________________

Reason for Death:

____________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

2. Cause of Death:

_________________________________________________________________________________

Who killed this person?

________________________________________________________________________________________________

Reason for Death:

_________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

___________________________________________________________

3. Cause of Death:

_________________________________________________________________________________________


________________________________________________________________________________________________

Reason for Death:

____________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________

_____________________________________________________________

4. Cause of Death:

_________________________________________________________________________________________

Who killed this person? ________________________________________________________________________________________________

Reason for Death:

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

___________________________

5. Cause of Death:

_________________________________________________________________________________________


________________________________________________________________________________________________

Reason for Death:

__________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

_____________________________________________________________

6. Cause of Death:

_________________________________________________________________________________________


________________________________________________________________________________________________

Reason for Death:

__________________________________________________________________________________________________

_______________________________

Name: Socratic Discussion: Building a Community of Inquiry (adapted from Dr. Sarah Thomas) “Listening, like reading, is primarily an activity of the mind, not of the ear or the eye. When the mind is not actively involved in the process, it should be called hearing, not listening; seeing not reading.” -‐Mortimer Adler Directions: While actively listening to the discussion, prepare the following notes to reference in our next phase of discussion Discussion topic:

Part I: Quotable Quotes 1. 2. 3. 4. 5. 6. 7. The most thought-‐provoking comment during the inner circle discussion was: Part II: Surfacing Questions: 1. 2. Synthesis Statement: If you had to reduce the discussion to a single paragraph-‐a paragraph that will further stretch our group to critically think-‐what would that be?

Works Cited

Brown, Amanda C., and Katherin Shulten. "Text to Text | 'Romeo and Juliet' and 'Montague and Capulet as

Shiite and Sunni'" The Learning Network Text to Text Romeo and Juliet and Montague and Capulet as Shiite and Sunni Comments. N.p., 21 Nov. 2013. Web. 10 Dec. 2014.

Conley, Mark William. Content Area Literacy: Learners in Context. Boston: Pearson/Allyn and Bacon, 2008.

Print. Herbert, Bob. “In America; Romeo and Juliet in Bosnia.” New York Times, n.d. Web. Knox, Richard. "The Teen Brain: It's Just Not Grown Up Yet." NPR. NPR, n.d. Web. 09 Dec. 2014

Loba, Andre. "Do We Need to Redefine Adulthood." Room for Debate. New York Times, n.d. Web. Miller, Lulu. "Letters Of Heartbreak Find Some Love In Verona, Italy." NPR. NPR, n.d. Web. 10 Dec. 2014. Peele, Stanton, Ph.d. "Taking Words Seriously-Romeo and Juliet Are Troubled Kids." Addition in Society.

Psychology Today, n.d. Web.

Documents

Readability&Analysis&(Romeo%and%Juliet): West%Side%Story ... · mind+thoughts sweet!water+perfumed!water keepers+nurses paramour+lover timeless+untimely haply+perhaps impeach+charge!with!crime