Teacher(s)

Aureli/Dobbs/Lesher/Sikes

Subject group and discipline

Language and literature

Unit title

Romeo and Juliet (Drama)--Unit 2

MYP year

MYP 4

Unit duration (hrs)

9 wks

Key concept

Related concept(s)

Global context

Exploration

Communication

Character

Genre

Identities and relationships

Identity formation

Statement of inquiry

Students will understand that relationships between characters in a drama are developed through communication.

Inquiry questions

Factual—How is drama different from other genres?

Conceptual—How does the lack of communication influence the characters’ relationships in this drama?

Debatable—Is drama more effective in conveying communication between characters than other genres?

Objectives

Summative assessment

Language and literature: Year 4

MYP Objectives A, B, C, and D

A.1.analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts.

A.3. justify opinions and ideas, using examples, explanations and terminology.

A.4. evaluate similarities and differences by connecting features across and within genres and texts.

B.1. employ organizational structures that serve the context and intention.

B.2. organize opinions and ideas in a sustained, coherent and logical manner.

C.3. select relevant details and examples to develop ideas.

D.1. use appropriate and varied vocabulary, sentence structures and forms of expression.

D. 3. Use correct grammar, syntax and punctuation.

Outline of summative assessment task(s) including assessment criteria:

Criterion A: Analyzing

Criterion B: Organizing

Criterion C: Producing text

Criterion D: Using language

Relationship between summative assessment task(s) and statement of inquiry:

The prescribed minimum task is an oral, personal response to literature. (LP: Principled/Risk-taker)

Goal: Students will understand that relationships are shaped by communication.

Role: The student is either Romeo or Juliet’s ghost.

Audience: The audience is the student’s parents or guardians.

Situation: The situation must explain to parents the rationale of their actions and consequences,  explaining how communication affected the outcome.

Product: The final product will be an argumentative letter where students will explain their actions and reflect on the outcome.

Standards: Rubrics for judging the piece will be supplied.

Approaches to learning (ATL)

In order for students to analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts, students must

•      Determine a theme or central idea of a text and analyze in detail its development over the course of a text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.2

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

In order for students to justify opinions and ideas, using examples, explanations and terminology, students must

•      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL9-10.1

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

In order for students to create evaluate similarities and differences by connecting features across and within genres and texts, students must

• Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL 9-10.10

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

In order for students to employ organizational structures that serve the context and intention, students must

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. W.9-10.4

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

In order for students to organize opinions and ideas in a sustained, coherent and logical manner, students must

•      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.5

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

In order for students to select relevant details and examples to develop ideas, students must

•      Develop the topic with well-chosen, relevant, and sufficient facts, extended difinitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic. W.9-10.2b

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

In order for students to use appropriate and varied vocabulary, sentence structures and forms of expression, students must

•      Demonstrate command of the conventions of standard Enlish grammar and usage when writing or speaking. L.9-10.1

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

In order for students to use correct grammar, syntax and punctuation, students must

•      Demonstrate the convetions of standard Enlish capitalization, punctuation, and spelling when writing. L.9-10.2

Skill Organizer: COMMUNICATION

Skill Cluster: Interacting et al.

Skill Set: LITERACY

Content

Learning process

Determine a theme or central idea of a text and analyze in detail its development over the course of a text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.2

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL9-10.1

Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL 9-10.10

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. W.9-10.4

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.5

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic. W.9-10.2b

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.1

Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.2

Learning experiences and teaching strategies

Learning Experience #1 Background on Shakespeare (LP: KNOWLEDGEABLE)

Students will read an article covering Shakespeare’s background and teacher will lead a discussion to uncover pertinent information for Romeo & Juliet (RJ)

 Learning Experience #2: Hip-Hop & Iambic Pentameter (LP: COMMUNICATOR)

After listening to the Hip-Hop artist Akala, students will investigate the relationship of rhythm to Shakespeare and other oral art forms such as Hip-Hop

Learning Experience #3: Prefixes/Roots/Suffixes (LP: KNOWLEDGEABLE)

Throughout the unit, students will practice the top twenty prefixes, roots and suffixes through bell-ringers and flashcards.

Learning Experience #4(LP: KNOWLEDGEABLE): 

Read play in class and watch video version,  one contemporary and with selected scenes from period piece

Formative assessment

1. Portfolio: Throughout the unit, students will add to their portfolio providing evidence of learning. The portfolio will hold materials covering Romeo & Juliet, prefix/root/suffix work, background on Shakespeare, and student writing.

2. Quizzes: A number of quizzes will be given

throughout the unit to test for reading/listening

comprehension (these will be incorporated into the Portfolio as well)

4. Test: A short test will measure student understanding.

4. Various multimedia resources are used throughout the unit including visual art, video, and PowerPoint.

Differentiation

1. Teacher will modify quizzes/tests for SPED students.
2. Teacher will modify Shakespeare’s text by providing a contemporary version of the play as well as graphic examples of the plot.

Resources

Romeo and Juliet by William Shakespeare

Digital copy (public access) of Romeo & Juliet with contemporary translation.

Background on Shakespeare at http://www.shmoop.com/william-shakespeare/biography.html 

Shakespeare Video—Who is Shakespeare?

TedTalk Video on Hip-Hop and Shakespeare: http://www.youtube.com/watch?v=DSbtkLA3GrY

Romeo & Juliet Flocabulary Videos and Songs

Film adaptation of Romeo and Juliet

Sonnet 30 by William Shakespeare

“The Gift of the Magi” by O.Henry

Prior to teaching the unit

During teaching

After teaching the unit

Students should be familiar with drama (format/dialogue).

Students should know a little about William Shakespeare and some background knowledge of Romeo and Juliet.

Students struggled with drama terms such as soliloquy, aside, monologue, etc.

Read aloud was difficult for students due to Shakespeare’s language, yet they really enjoyed reading parts.This kept them engaged.We found that giving students a brief synopsis or overview before reading each scene helped in their comprehension.

Students would like to act out scenes when possible.

Need to incorporate more artistic projects while reading.

Students need to read more scenes independently.