high ability language arts curriculum project phase ii · students will see how perspectives...

High Ability Language Arts Curriculum Project Phase II

Unit: Perspectives: Turning Mirrors into Windows

Grade Level: 9th

Teacher Author: Katie Isch

Edition Date: 05.17

VERSION FOR CLASSROOM USE

Indiana Academic Standards 2014

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This High Ability Language Arts Unit has been developed to provide supporting materials to help educators successfully implement the Indiana Academic English Language Arts Standards 2014 for High Ability learners. Use of these resources is optional – teachers should decide which resources work best in their school for their students. This resource document is a living document and will be revised as needed. Please report concerns or broken links to Cindy Schuler, High Ability Education, Indiana Department of Education, [email protected]

The links compiled and posted in this unit have been provided to support unit content. The IDOE does not control or guarantee the accuracy, relevance, timeliness, or completeness of information contained on a linked website; does not endorse the views expressed or services offered by the sponsor of a linked website, and cannot authorize the use of copyrighted materials contained in linked websites. Users must request such authorization from the sponsor of the linked website. Efforts have been made to conform to U.S. Copyright Law. Any infringement is unintentional, and any file which infringes copyright, and about which the copyright claimant informs the Indiana Department of Education Office of High Ability Education will be removed pending resolution. This unit is being provided without charge to educators.

mailto:[email protected]

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Indiana High Ability Language Arts Phase II Unit 9 May 2017

Dedication: To the high ability students in Indiana

Acknowledgements

Teacher-authors:

Grade 2: Amy L. Jones Structure in Language and Literature

Grade 3: Claire Edwards The Beauty in Books

Grade 4: Lauren Whiteford (Rev) Systems in Life and Literature

Grade 5: Jennifer Gosch Values and their Influence

Grade 6: Monica Plantan Honor Through the Ages

Grade 7: Jason Brumback (rev) Growth: Down the Rabbit Hole

Grade 8: Jason Brumback (rev) Identity Ignited: Recognizing Self in Society

Grade 9: Katie Isch Perspectives: Turning Mirrors into Windows

Grade 10: Carol Kazmierczak Influence in the World Around Us

Project Director: Virginia Burney, Ph.D.

Project Advisor: Kristie Speirs Neumeister, Ph.D.

Additional Author Support: Monica Plantan

Entities granting permissions for use of copyrighted materials: • Critical Thinking Foundation • Royal Fireworks Publishing Co., Inc. • Spark! LLC

IDOE High Ability and Advanced Placement

Coordinator: Cynthia Schuler

[email protected]

mailto:[email protected]


TABLE OF CONTENTS

Introduction for Unit 9 ......................................................................................................................... 5

Lesson 1: Pre-Assessment ............................................................................................................... 25

Lesson 2: The Concept of Perspective– Making Generalizations ....................................... 40

Lesson 3: Recognizing Perspectives Today ............................................................................... 46

Lesson 4: Shakespeare’s Perspective .......................................................................................... 70

Lesson 5: Family Shapes Perspective .......................................................................................... 99

Lesson 6: Romeo and Juliet: Act I .................................................................................................. 110

Lesson 7: Personality Shapes Perspective ............................................................................... 114

Lesson 8: Perspective Poem .......................................................................................................... 124

Lesson 9: Romeo and Juliet: Act II ................................................................................................ 135

Lesson 10: People Shape Perspective ........................................................................................ 139

Lesson 11: Culture Shapes Perspective .................................................................................... 147

Lesson 12: Romeo and Juliet: Act III ............................................................................................ 155

Lesson 13: Family Feud .................................................................................................................. 159

Lesson 14: Circumstances Shape Perspective I ...................................................................... 164

Lesson 15: Circumstances Shape Perspective II .................................................................... 169

Lesson 16: Romeo and Juliet: Act IV ............................................................................................ 174

Lesson 17: Overcoming Circumstances .................................................................................... 178

Lesson 18: Perspective Influences Decisions ......................................................................... 186

Lesson 19: Romeo and Juliet: Act V .............................................................................................. 204

Lesson 20: Perspective and Making Decisions ....................................................................... 208

Lesson 21: Narrating Perspective ............................................................................................... 220

Lesson 22: Perspectives on Romeo and Juliet ......................................................................... 224

Lesson 23: Navigators and Scrutineers ..................................................................................... 230

Lesson 24: Turning Mirrors into Windows ............................................................................. 237

Lesson 25: Post Assessments ........................................................................................................ 250

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INTRODUCTION FOR UNIT 9

OVERVIEW This unit is designed around the concept of perspectives, which is defined as point-of-view. Throughout the unit, students will understand the concept of perspective at a deeper level by analyzing it from different angles: media, family, personality, other people, and circumstances. Students will see how perspectives affected the Capulets and Montegues in Shakespeare’s Romeo and Juliet, as well as how perspectives influence their own decisions and outlook. The unit will end with a culminating, real-word project that allows students to apply what they have learned about perspective in a way that supports other teens.

Optional opening activities are provided to support students’ learning of grammar and vocabulary. These mini-lessons are meant to take 5-10 minutes and could be done at the beginning of every class period; some teachers refer to this type of activity as “bell work.” In addition to the grammar and vocabulary instruction, the sentences can be used as a springboard to class discussion or the day’s lesson.

Throughout the unit, students will engage in poetry analysis, fiction and nonfiction texts, media literacy, Socratic seminar, class discussions, written responses, and learning activities. Students will write and revise three major pieces throughout the unit: an argumentative piece that asks them to consider a modern issue from a specific perspective, an expository piece that requires students to apply today’s research to Romeo and Juliet, and a narrative piece that has students integrate pieces they wrote throughout the unit into a multi-genre work. Students will use a peer-review process, student models, teacher conferences, and self-assessment to revise their pieces.

Critical thinking, creative thinking, and collaboration are addressed through various models that are incorporated in the unit. Students will analyze sources through the use of a Source Credibility Rubric; they will use the jigsaw method, Socratic seminar, and think-pair-share to discuss fiction and nonfiction text; thinking processes like SCAMPER, attribute listing, and analogies will guide students’ thinking and discussion; data from reflections, journals, and exit slips will be used to direct future instruction through mini-lessons and workshops.

The unit is written in a way that offers a lot of flexibility to meet the needs of the many different classrooms in which it is taught. Each lesson offers extension opportunities for high ability students who would like to continue or challenge their learning on the topic addressed. In addition, each lesson offers differentiation options for students who struggle with the high-level work expected in the unit and need additional scaffolding. While each lesson can be taught by the teacher alone, the option of inviting a guest speaker is available in lessons 3, 4, 7, 11, 13, 17, 19, 21, and 24. Guest speakers can be used to help teach the lesson, instead of the lesson, or as an addition to the lesson. Assessments over Romeo and Juliet are provided in Appendix C for

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each Act. Additionally, reflection questions can be found in Appendix C that can be used during the unit when reflective feedback about student learning and progress is needed. Finally, all lessons should be modified as needed through the use of extra mini-lessons and workshops based on classroom discussions, student reflections, and writing data. The flexibility of the unit allows each instructor to modify the content in order to ensure that the learning needs of all students are met.

CONCEPT AND GENERALIZATIONS

The concept of perspectives is defined as point-of-view.

Generalizations are determined by students in Lesson 2. Sample generalizations include the following:

• Perspectives can vary from person to person.

• Perspectives can change over time.

• Perspectives influence decisions.

UNIT OVERVIEW BY LESSON

Lesson Number

Lesson Title: Brief Description Readings/Resources Used Unit

Goals 2016 Indiana

Standards

1

Pre-Assessments: Administer the pre- assessments to establish baseline knowledge.

Grammar pre-assessment Concept pre-assessment Writing pre-assessment Informational text pre-assessment

N/A

N/A

2

Concept Lesson: Students will discuss the concept of perspective by participating in a variety of individual, group, and whole class activities.

• Links to optical illusions found in

the lesson • Photograph found in lesson

http://digitalcollections.nypl.org/it ems/7d22599a-9957-ab37-e040- e00a1806173e#/?uuid=7d22599a- 9957-ab37-e040-e00a1806173e

7

9-10.RV.1 9-10.RN.2.2 9-10.RV.2.3 9-10.RV.2.4 9-10.RV.2.5 9-10.W.1 9-10.W.6.1a 9-10.SL.2.1 9-10.SL.2.4

Recognizing • “Trayvon Martin Shooting Fast 9-10.RN.1 Perspectives Today: Facts” 9-10.RN.2.1 Students examine how http://www.cnn.com/2013/06/05 9-10.RN.2.2 perspectives can lead /us/trayvon-martin-shooting-fast- 9-10.RN.3.1 to bias and facts/ 9-10.RN.3.3

3 stereotyping by arguing for or against

• “5 Things to Know about the George Zimmerman-Treyvon Martin Saga”

2, 3, 4, 5, 6, 7

9-10.RN.4.2 9-10.RN.4.3

Zimmerman’s right to http://www.cnn.com/2013/02/25 9-10.RV.2.1 sell the gun from /justice/florida-zimmerman-5- 9-10.RV.2.4 assigned perspectives. things/ 9-10.RV.2.5 They then examine

their own stereotypes • “The Events Leading to the

Shooting” 9-10.RV.3.2

9-10.W.3.1

6

http://digitalcollections.nypl.org/it

http://www.cnn.com/2013/06/05

http://www.cnn.com/2013/02/25


and reflect on the http://www.nytimes.com/interacti 9-10.W.4 experience. ve/2012/04/02/us/the-events- 9-10.W.6.1 NOTE: Students need leading-to-the-shooting-of-trayvon- 9-10.W.6.1a advance instruction on martin.html?_r=0 9-10.W.6.2b appropriate response to controversial topics.

• “Trayvon Martin and the Irony of American Justice” http://www.theatlantic.com/natio nal/archive/2013/07/trayvon-

9-10.SL.2.4 9-10.SL.2.5 9-10.ML.2.1 9-10.ML.2.2

martin-and-the-irony-of-american-

justice/277782/ • “George Zimmerman Auctioning off Gun”

http://www.cbsnews.com/videos/ george-zimmerman-auctioning-off-

gun-used-to-kill-trayvon-martin/ • “Gun Used to Kill Sells” http://nypost.com/2016/05/18/g

un-used-to-kill-trayvon-martin- sells-for-120k/ • Bill of Rights http://www.archives.gov/exhibits/ charters/bill_of_rights_transcript.ht

ml • Project Implicit https://implicit.harvard.edu/implic

it/takeatest.html

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Shakespeare’s Perspective: Students will investigate Shakespeare from different foci and share findings in order to inform their understanding of his perspective when writing Romeo and Juliet.

• Student-found information on Elizabethan Society, Shakespeare’s Background, The Globe, and Shakespeare’s Inspirations

2, 3, 4, 5, 7

9-10.RL.2.1 9-10.RL.2.2 9-10.RN.1 9-10.RV.2.1 9-10.W.3.2 9-10.W.5 9-10.W.6.1c 9-10.W.6.1e 9-10.SL.2.2 9-10.SL.4.1 9-10.SL.4.3 11-12.RL.2.1

Family Shapes • Romeo and Juliet http://www.gutenberg.org/files/4 7960/47960-h/47960-h.htm

• “If”- Kipling http://www.poetryfoundation.org/ poems-and- poets/poems/detail/46473

• Far from the Tree- Solomon excerpts https://www.amazon.com/Far- Tree-Parents-Children-

9-10.RL.1 Perspective: Students 9-10.RL.2.2 will analyze how 9-10.RN.1 families shape 9-10.RN.2.1

5 individual member’s perspectives by writing their own

1, 2, 3, 4, 6, 7

9-10.RN.2.3 9-10.RN.3.3 9-10.W.1

“Meditations” based on 9-10.W.6.1 what they have learned 9-10.W.6.2 from their own 9-10.W.6.2b families. 9-10.SL.2.1

7

http://www.nytimes.com/interacti

http://www.theatlantic.com/natio

http://www.cbsnews.com/videos/

http://nypost.com/2016/05/18/g

http://www.archives.gov/exhibits/

http://www.gutenberg.org/files/4

http://www.poetryfoundation.org/

http://www.amazon.com/Far-


Identity/dp/0743236726 • Meditations: Book 1- Marcus

Aurelius http://www.gutenberg.org/files/2 680/2680-h/2680-h.htm

11-12.RL.3.2

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Romeo and Juliet- Act I: Students discuss characters’ personalities and how these personalities affect their perspectives of various situations.

• Romeo and Juliet http://www.gutenberg.org/files/4 7960/47960-h/47960-h.htm

1, 3, 4, 5, 7

9-10.RL.2.1 9-10.RL.2.3 9-10.RL.2.4 9-10.RL.3.1 9-10.RL.3.2 9-10.RV.2.4 9-10.RV.2.5 9-10.RV.3.1 9-10.SL.2.1 9-10.SL.2.2 9-10.SL.2.4

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Personality Shapes Perspective: Students read and share articles of interest about personality, analyze their own personalities using a Johari Window, and design a mask that shows how perspective influences the way they see themselves and how others see them.

• Links to articles on personality from Psychology Today https://www.psychologytoday.com /basics/personality found in the lesson

2, 4, 7

9-10.RN.1 9-10.RN.2.3 9-10.RN.3.2 9-10.RN.3.3 9-10.RN.4.1 9-10.RV.2.1 9-10.W.3.2 9-10.W.6.1b 9-10.W.6.1e 9-10.SL.2.1 9-10.SL.2.2 9-10.SL.2.5 9-10.SL.4.3 11-12.RN.2.2

8

Perspective Poem: Students write an analogy poem that shows their personality from one perspective.

• “I wandered lonely as a cloud”- Wordsworth http://www.poetryfoundation.org/ poems-and- poets/poems/detail/45521

1, 3, 4

9-10.RL.1 9-10.RL.2.1 9-10.RV.3.1 9-10.RV.3.3 9-10.W.1 9-10.W.2 9-10.W.2.3 9-10.W.3.3 9-10.W.6.1 9-10.W.6.2b 9-10.SL.2.1 9-10.SL.2.2 11-12.RL.3.1

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Romeo and Juliet- Act II: Students discuss how other people influence Romeo and Juliet’s perspectives and decisions.

• Romeo and Juliet

http://www.gutenberg.org/files/4 7960/47960-h/47960-h.htm

1, 3, 4, 5, 7

9-10.RL.1 9-10.RL.2.1 9-10.RL.2.3 9-10.RL.2.4 9-10.RL.3.1 9-10.RL.3.2

8



http://www.psychologytoday.com/

http://www.poetryfoundation.org/


9


9-10.RV.2.4 9-10.RV.2.5 9-10.RV.3.1 9-10.W.6.1e 9-10.SL.2.1 9-10.SL.2.2 9-10.SL.2.4 11-12.RV.3.1

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People Shape Perspective: Students use attribute listing to differentiate how people influence each other’s perspectives and then draft a written and visual “self-portrait” that reflect how others have affected them.

• “Three Questions”- Tolstoy http://www.gutenberg.org/files/6 157/6157-h/6157- h.htm#link2H_4_0014

• “Choice: A Tribute to Martin Luther King, Jr.”- Walker https://www.fsd1.org/schools/will iams/tmack/Documents/ChoiceTE XT.pdf

1, 2, 3, 4, 6, 7

9-10.RL.2.1 9-10.RL.2.3 9-10.RN.1 9-10.RN.2.1 9-10.RN.2.2 9-10.RN.2.3 9-10.RN.3.2 9-10.RV.2.2 9-10.RV.3.1 9-10.W.3.3 9-10.W.6.1c 9-10.SL.2.5 11-12.RN.2.3

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Culture Shapes Perspective: Students engage in a cultural simulation in order to better understand the effect of culture on their assumptions.

• “Weird or Just Different?” – Sivers https://www.ted.com/talks/derek_ sivers_weird_or_just_different?lang uage=en

• “Human Family”- Angelou http://www.poemhunter.com/poe m/human-family/

4, 7

9-10.RL.1 9-10.RL.2.2 9-10.RV.3.1 9-10.W.1 9-10.W.6.1 9-10.SL.3.2 9-10.SL.4.3 9-10.ML.1 11-12.ML.1

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Romeo and Juliet- Act III: Students discuss how Romeo and Juliet’s society influenced their perspectives and decisions.


1, 3, 4, 5, 7

9-10.RL.1 9-10.RL.2.3 9-10.RL.2.4 9-10.RL.3.1 9-10.RL.3.2 9-10.W.6.2 9-10.SL.2.1 9-10.SL.2.2 11-12.RL.3.1

13

Family Feud: Students create Top 5 lists relating to Romeo and Juliet, play Family Feud to guess/debate the correct answers, and reflect on how the “feuds” relate.

• Link to a Family Feud clip

4, 6, 7

9-10.RL.3.1 9-10.RV.2.4 9-10.RV.2.5 9-10.SL.2.3 9-10.SL.4.3 11-12.RL.4.1

14 Circumstances Shape Perspective I: Students

• “The Necklace”- Maupassant http://www.gutenberg.org/files/3 1, 3, 4, 7 9-10.RL.2.1

9-10.RL.2.2


http://www.fsd1.org/schools/will

http://www.ted.com/talks/derek_

http://www.poemhunter.com/poe



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write a character study of Mathilde, focusing on how her character’s perspective was influenced by her circumstances. They then sketch their own perspective based on the their circumstances.

080/3080-h/3080- h.htm#link2H_4_0012

9-10.RL.2.3 9-10.RL.2.4 9-10.RL.3.1 9-10.W.3.1 9-10.W.6.1a 9-10.SL.2.1 9-10.SL.2.2 11-12.RL.3.1

15

Circumstances Shape Perspective II: Students participate in a game of circumstances and relate what they have learned to Romeo and Juliet by creating an analogy.


4, 6, 7

9-10.RL.2.2 9-10.RV.1 9-10.RV.2.1 9-10.SL.1 9-10.SL.2.1 9-10.SL.2.2 11-12.SL.2.1

16

Romeo and Juliet- Act IV: Students discuss how Romeo and Juliet’s perspectives were affected by their decisions.


1, 3, 4, 5, 7

9-10.RL.1 9-10.RL.2.3 9-10.RL.2.4 9-10.RL.3.1 9-10.RL.3.2 9-10.RV.3.1 9-10.SL.2.1 9-10.SL.2.2 11-12.RL.3.1

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Overcoming Circumstances: Students individually identify a circumstance they want to overcome and use the SCAMPER method to brainstorm solutions and write a letter to themselves.

• “Looking Past Limits” TED https://www.ted.com/talks/caroli ne_casey_looking_past_limits?langu age=en

4, 5, 6, 7

9-10.RV.2.1 9-10.W.3.3 9-10.W.6.2 9-10.SL.2.4 9-10.SL.3.2 9-10.ML.1 11-12.SL.3.2

18

Perspective Influences Decisions: Students read half of “The Cold Equations” and discuss what they would do using Six Hats thinking method before finishing the story. They then read the article and discuss what they learned about moral decisions, society, and

• “The Cold Equations”- Godwin

http://photos.state.gov/libraries/h ochiminh/646441/vantt/The%20C old%20Equations.pdf

• “Stuyvesant Students Describe the How and Why of Cheating” http://www.nytimes.com/2012/09 /26/education/stuyvesant-high- school-students-describe-rationale- for-cheating.html?_r=1

1, 4, 5, 6, 7

9-10.RL.1 9-10.RL.2.1 9-10.RL.2.4 9-10.RL.3.1 9-10.RL.3.2 9-10.RN.1 9-10.RN.2.3 9-10.RN.3.2 9-10.RV.2.4 9-10.RV.2.5 9-10.W.6.1d 9-10.SL.2.4 9-10.SL.2.5



http://www.ted.com/talks/caroli

http://photos.state.gov/libraries/h

http://www.nytimes.com/2012/09


themselves using a Socratic Seminar format.

11-12.SL.2.1

19

Romeo and Juliet- Act V: Students discuss how Romeo and Juliet’s perspectives affected their decisions.


1, 3, 4, 5, 7

9-10.RL.1 9-10.RL.2.2 9-10.RL.2.3 9-10.RL.2.4 9-10.RL.3.1 9-10.RL.3.2 9-10.RV.3.1 9-10.SL.2.1 9-10.SL.2.2 11-12.RL.2.3

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Decision Making: Students participate in an in-class writing activity by using Paul’s Reasoning Model to analyze two works, discussing them in small groups, and then writing a timed essay that applies what they learned to Romeo and Juliet.


• “ How Decision Making is Different Between Men and Women and Why it Matters” (article) http://www.forbes.com/sites/kath ycaprino/2016/05/12/how- decision-making-is-different- between-men-and-women-and- why-it-matters-in- business/#2ca66e584cd3

• “The Mysterious Workings of the Adolescent Brain” (TED Talk) https://www.ted.com/talks/sarah_ jayne_blakemore_the_mysterious_w orkings_of_the_adolescent_brain/tr anscript?language=en

• “Why Teens are Impulsive” (podcast) http://www.npr.org/2016/04/15/ 474348291/why-teens-are- impulsive-addiction-prone-and- should-protect-their-brains

• Inside the Teenage Brain (Frontline- 52:52 min.) http://www.pbs.org/wgbh/frontlin e/film/inside-the-teenage-brain/

2, 3, 4, 6, 7

9-10.RL.2.1 9-10.RN.1 9-10.RN.2.1 9-10.RN.3.1 9-10.RN.3.3 9-10.RN.4.1 9-10.RV.2.4 9-10.RV.2.5 9-10.W.3.2 9-10.W.4 9-10.W.6.1 9-10.W.6.2b 9-10.SL.3.2 9-10.ML.1 11-12.RL.2.1

21

Narrating Perspective: Students revise, synthesize, and annotate pieces of work from throughout the unit to create a Multi-Genre Perspective Narrative.

• Bugs- Parker and Wright https://www.amazon.com/Reading -Rainbow-Books-Richards- Wright/dp/0688082963

3, 5, 6, 7

9-10.RV.1 9-10.W.1 9-10.W.2 9-10.W.3.3 9-10.W.3.4 9-10.W.6.1 9-10.W.6.1b 9-10.ML.1

11



http://www.forbes.com/sites/kath

http://www.ted.com/talks/sarah_

http://www.npr.org/2016/04/15/

http://www.pbs.org/wgbh/frontlin

http://www.amazon.com/Reading


11-12.W.3.3

22

Perspectives on Romeo and Juliet: Students use attribute listing to determine how elements of Romeo and Juliet have been transformed in different mediums, showing various perspectives on the same source material.

• “Retellings Ranked” https://www.washingtonpost.com/ news/morning- mix/wp/2015/03/20/retellings-of- romeo-and-juliet-ranked/

• Reduced Shakespeare Company (parody) https://www.youtube.com/watch? v=qT7YduT4grU

• West Side Story (movie) scene clips can be found on YouTube

• Gnomeo and Juliet (animation) scene clips can be found on YouTube

• Salvidore Dali (artwork) http://www.lockportstreetgallery.c om/Romeo.htm

• “Love Story” (song) https://www.youtube.com/watch? v=8xg3vE8Ie_E

• McDonald’s (commercial) https://www.youtube.com/watch? v=GbBSimp84KA

• “Back in Afghanistan” (newspaper article) http://www.nytimes.com/2015/03 /08/world/back-in-afghanistan- modern-romeo-and-juliet-face- grave-risks.html?_r=0

4, 6, 7

9-10.RL.4.1 9-10.RL.4.2 9-10.RV.3.3 9-10.SL.1 9-10.ML.2.1 9-10.ML.2.2 11-12.RL.4.1

23

Navigators and Scrutineers: Students use the peer review process to help each other revise and edit their work by providing a different perspective.

3, 4, 5, 6, 7

9-10.RV.1 9-10.W.2 9-10.W.4 9-10.W.6 9-10.W.6.1 9-10.W.6.1e 9-10.W.6.2b 9-10.W.6.2c 9-10.SL.1 9-10.SL.2.1 9-10.SL.2.5 11-12.W.4

24

Providing Perspective for Others: How can I curate or create material (Glogster, pamphlet, computer program, etc.) to help other teens like me

3, 4, 5, 6, 7

9-10.RV.2.4 9-10.RV.2.5 9-10.W.5 9-10.W.6.1 9-10.W.6.1b 9-10.W.6.1e 9-10.SL.1

12

http://www.washingtonpost.com/

http://www.youtube.com/watch

http://www.lockportstreetgallery.c/



http://www.nytimes.com/2015/03


understand their own perspective, recognize the perspectives of others, and resolve conflict in order to create and maintain strong relationships?

9-10.SL.2.3 9-10.SL.3.1 9-10.SL.4.1 9-10.SL.4.2 9-10.SL.4.3 11-12.SL.4.2

25

Those post assessments corresponding to administered pre assessments to establish growth.

The grammar post-assessment The concept post-assessment The writing post-assessment The fictional reading post-assessment

N/A

MATERIALS NEEDED IN UNIT 9 Highlighted cells indicate that there are some materials that the teacher will need to supply. Most resources are found online, and links or aggregated websites are included for all such lessons.

Unit Lesson Materials Needed Perspectives: Turning Mirrors into Windows

1: Pre-Assessment • Pre-Assessment

Perspectives: Turning Mirrors into Windows

2: The Concept of Perspective- Making Generalizations

• Projector • White board or chart paper • Pens • 9:2.1 Handout- Photograph • 9.2.2 Handout- ABC Chart


3: Recognizing Perspectives Today

• Articles on Treyvon Martin • Computer Access (for access to articles and

Project Implicit) • Projector • Whiteboard or Chart Paper • 9:3.1 Handout- Note Taking • 9:3.2 Handout- 3, 2, 1, Blastoff! • 9:3.3 Handout- Source Credibility Rubric • 9:3.4 Handout- Paul’s Reasoning Model (this

can be copied onto the back of 9:3.3) • 9:3.5 Handout- Arguing Your Perspective • 9:3.6 Handout- Student Model


4: Shakespeare’s Perspective

• Websites on Shakespeare • Computer access, information from these sites

can be printed for jigsaw groups or groups can gather information from sources in the library

• 9:4.1 Handout- Note Taking • 9:4.2 Handout- Romeo and Juliet: Prologue

13


• 9:4.3 Handout- SEES Paragraph Instructions • 9:4.4 Handout- Romeo and Juliet Triple Entry

Journal • 9:4.5 Resource- Romeo and Juliet Triple Entry

Journal: Teacher’s Edition Perspectives: Turning Mirrors into Windows

5: Family Shapes Perspective

• “If” • excerpt from Far from the Tree • excerpt from Meditations • Computer access (information can be printed) • 9:5.1 Handout- Poetry Analysis • 9:5.2 Handout- Far from the Tree • 9:5.3 Handout- From You I Learned • Pens • Colored pencils


6: Romeo and Juliet: Act I

• Romeo and Juliet: Act I • 9:6.1 Handout- 3, 2, 1, Blastoff! Exit Slip • 9.C.4a Act I Assessment (optional) • 9.C.4f Act I Assessment Key (optional)


7: Personality Shapes Perspective

• Links to articles on personality from Psychology Today (found in the lesson)

• Computer access (articles can be printed) • 9:7.1 Handout- Paul’s Reasoning Model • 9:7.2 Handout- Personality Jigsaw Graphic

Organizer • 9:7.3 Handout- Johari Window • 9:7.4 Handout- Mask Instructions • White paper • Colored pencils, crayons, markers, etc.


8: Perspective Poem • “I Wandered Lonely as a Cloud”- Wordsworth • 9:8.1 Handout- Poem Analysis • 9:8.2 Handout- Analogy Brainstorming Web • 9:8.3 Handout- Concrete Nouns • 9:8.4 Handout- Written Response Rubric:

Analogy Poem • Colored Pencils • Paper • Computer Access for Personality Tests • Myers & Briggs Personality Test • Explanation of Personality Type


9: Romeo and Juliet: Act II

• Romeo and Juliet: Act II • 9:9.1 Handout- 3, 2, 1, Blastoff! Exit Slip • 9.C.4b Act II Assessment (optional) • 9.C.4f Act II Assessment Key (optional)


10: People Shape Perspective

• “Three Questions” • “Choice: A Tribute to Martin Luther King, Jr.” • Computer access (or articles can be printed) • 9:10.1 Handout- Shakespearean Sonnet

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Instructions and Template • 9:10.2 Handout- Photo Instructions and

Example • 9:10.3 Handout- Self-Portrait- Sonnet and Photo

Template • 9:10.4 Handout- Written Response Rubric-

Sonnet and ½ & ½ Photo • Paper • Photographs (digital or print)—students bring

from home • Computer access to create Sonnet and ½ & ½

Photo Perspectives: Turning Mirrors into Windows

11: Culture Shapes Perspective

• “Weird or Just Different?” – Sivers • “Human Family” – Angelou • Projector • Computer access (or poem can be printed) • 9:11.1 Handout- Culture Group Rules • 9:11.2 Handout- 3, 2, 1 Blastoff! Exit Slip • 9:11.3 Handout- Poetry Analysis • 9:11.4 Handout- Written Response Instructions

and Rubric: Maxim Poster • Paper clips of various sizes (binder clips, large

paper clips, small paper clips) • Paper • Markers, colored pencils, crayons • Books of poetry or access to a computer (so

students can find their own poems) Perspectives: Turning Mirrors into Windows

12: Romeo and Juliet: Act III

• Romeo and Juliet: Act III • 9:12.1 Handout- 3, 2, 1, Blastoff! Exit Slip • 9.C.4c Act III Assessment (optional) • 9.C.4f Act III Assessment Key (optional)


13: Family Feud • Family Feud clip • Projector • 9:13.1 Handout- Top Five List • 9:13.2 Handout- 3, 2, 1, Blastoff! Exit Slip


14: Circumstances Shape Perspective I

• “The Necklace”- Maupassant • Computer access (or the short story can be

printed) • 9:14.1 Handout- Character Analysis Graphic

Organizer • 9:14.2 Handout- Written Response Instructions

and Rubric: Personal Character Self Analysis (print additional 9:14.1 on back of this)


15: Circumstances Shape Perspective II

• Assorted poker chips (red, white, and blue) • A clear plastic bag or jar to put poker chips in

(students should be able to reach their hands in) • Whiteboard or chart paper

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• 9:15.1 Handout- Circumstances Shape Perspective


16: Romeo and Juliet: Act IV

• Romeo and Juliet: Act IV • 9:16.1 Handout- 3, 2, 1, Blastoff! Exit Slip • 9.C.4d Act IV Assessment (optional) • 9.C.4f Act VI Assessment Key (optional)


17: Overcoming Circumstances

• “Looking Past Limits” TED • Projector • 9:17.1 Handout- TED Talk Analyzer • 9:17.2 Handout- SCAMPER • 9:17.3 Handout- From Me to Me


18: Perspective Influences Decisions

• “The Cold Equations” • “Stuyvesant Students Describe the How and

Why of Cheating” • Computer access (or the articles can be printed) • 9:18.1 Handout “The Cold Equations” (first half

only— the rest of the short story can be read on the link above)

• 9:18.2 Handout- 3, 2, 1, Blastoff! Exit Slip • 9:18.3 Handout- Six Hats • 9:18.4 Handout- Critical Thinking Strategies:

Socratic Seminars Perspectives: Turning Mirrors into Windows

19: Romeo and Juliet: Act V

• Romeo and Juliet: Act V • 9:19.1 Handout- 3, 2, 1, Blastoff! Exit Slip • 9.C.4e Act V Assessment (optional) • 9.C.4f Act V Assessment Key (optional)


20: Decision Making • Romeo and Juliet • “ How Decision Making is Different Between

Men and Women and Why it Matters” (article) • “The Mysterious Workings of the Adolescent

Brain” (TED Talk) • Projector • Computer access (or the transcript of the TED

Talk and article can be printed) • 9:20.1 Handout- Paul’s Reasoning Model • 9:20.2 Handout- Romeo and Juliet Assessment • 9:20.3 Handout- Student Model


21: Narrating Perspective

• Bugs- Parker and Wright • The Moth: Tips for Storytelling Website • Projector • Computer access for word processing of multi-

genre narrative • 9:21.1 Handout- Multi-Genre Perspectives

Narrative Instructions and Rubric • Past drafts of writing assignments done

throughout the unit: From You I Learned Meditation, My Mask, Analogy Poem, Sonnet and ½ & ½ Photograph, Maxim Poster,

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Circumstances SEES Paragraph, Letter to Myself.


22: Perspectives on Romeo and Juliet

• “Retellings Ranked” • Reduced Shakespeare Company (parody) • West Side Story (movie) scene clips can be

found on YouTube • Gnomeo and Juliet (animation) scene clips can

be found on YouTube • Salvidore Dali (artwork) • “Love Story” (song) • McDonald’s (commercial) • “Back in Afghanistan” (newspaper article) • Projector • Computer access • 9:22.1 Handout- Romeo and Juliet

Transformations • Computer access (if needed for individual

viewing of adaptations) Perspectives: Turning Mirrors into Windows

23: Navigators and Scrutineers

• 9:23.1 Handout- Navigating Revision • 9:23.2 Handout- Scrutineer Editing • 9:23.3 Handout- Self-Assessment Instructions • Computer access (if needed for revisions) • First drafts of Multi-Genre Perspective

Narrative Perspectives: Turning Mirrors into Windows

24: Turning Mirrors into Windows

• Student-select sources • Computer access • Whiteboard/chart paper • Projector (for presentation day) • 9:24.1 Handout- SPARK Problem Solving

Process • 9:24.2 Handout- Project Entry Document • 9:24.2 Handout- Project Rubric • 9:24.3 Handout- Project Check-In • 9:24.4 Handout- Source Credibility Rubric • 9:24.5 Handout- Group Reflection • 9:24.6 Handout- Individual Project Reflection


25: Post-Assessment • Post-Assessment

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INDIANA ACADEMIC STANDARDS FOR GRAMMAR

Demonstrate command of English grammar and usage, focusing on:

Pronouns – Students are expected to build upon and continue applying conventions learned previously.

Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods.

Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.

Phrases and Clauses – Students are expected to build upon and continue applying conventions learned previously.

Usage – Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on:

Capitalization – Students are expected to build upon and continue applying conventions learned previously.

Punctuation – Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses.

Spelling – Students are expected to build upon and continue applying conventions learned previously.

* see Appendix Grammar Standards for grammar expectations for grades K-10

2016 INDIANA ACADEMIC STANDARDS ALIGNMENT REPORT

Unit : 9 Unit Title: Perspectives: Turning Mirrors into Windows

Date of Alignment: 8.01.16

Standards that are well covered within the unit and will need only practice and reinforcement in the remainder of the school year.

9-10.RL.1: Read a variety of literature within a range of complexity appropriate for grades 9- 10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently.

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9-10.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text. 9-10.RL.2.3: Analyze how dynamic characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 9-10.RL.2.4: Students are expected to build upon and continue applying concepts learned previously. 9-10.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure a work of literature, order events within it (e.g., parallel episodes), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

9-10.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades 9- 10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently. 9-10.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text. 9-10.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how the author uses rhetoric to advance that perspective or purpose.

9-10.RV.1: Acquire and use accurately general academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9-10.RV.2.1: Use context to determine or clarify the meaning of words and phrases. 9-10.RV.2.4: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). 9-10.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings.

9-10.W.1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from literature and nonfiction texts. 9-10.W.3.2: Write informative compositions on a variety of topics that –

● Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ● 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. ● Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. ● Choose language and content-specific vocabulary that express ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

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● Establish and maintain a style appropriate to the purpose and audience. ● Provide a concluding statement or section that follows from and supports the information or explanation presented.

9-10.W.3.3: Write narrative compositions in a variety of forms that – ● Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters. ● Create a smooth progression of experiences or events. ● Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. ● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. ● Provide an ending that follows from and reflects on the narrated experiences or events.

9-10.W.4: Apply the writing process to – ● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent. ● Use technology to generate, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically (e.g., use of publishing programs, integration of multimedia).

9-10.W.6.1: Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1e: Usage – Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis. 9-10.W.6.2b: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: Punctuation – Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses.

9-10.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 9-10.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly. 9-10.SL.2.2: Examine, analyze, and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources. 9-10.SL.2.4: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 9-10.SL.2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in reference to the evidence and reasoning presented. 9-10.SL.4.1: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Standards that are covered but which will need additional focus in other units.

9-10.RL.2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by

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specific details.


9-10.RL.3.2: Analyze how the author creates such effects as suspense or humor through differences in the points of view of the characters and the reader (e.g., created through the use of dramatic irony). 9-10.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text. 9-10.RL.4.2: Analyze and evaluate how works of literary or cultural significance (American, English, or world) draw on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new.

9-10.RN.2.2: Analyze in detail the development of two or more central ideas over the course of a text, including how they interact and build on one another to provide a complex analysis. 9-10.RN.2.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 9-10.RN.3.1: Students are expected to build upon and continue applying concepts learned previously. 9-10.RN.3.2: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 9-10.RN.4.1: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 9-10.RN.4.2: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. 9-10.RN.4.3: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

9-10.RV.2.2: Students are expected to build upon and continue applying concepts learned previously. 9-10.RV.2.3: Analyze nuances in the meaning of words with similar denotations. 9-10.RV.2.5: Select appropriate general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, or etymology. 9-10.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 9-10.RV.3.3: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

9-10.W.3.1: Write arguments in a variety of forms that –

● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. ● Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

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● Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ● Establish and maintain a consistent style and tone appropriate to purpose and audience. ● Provide a concluding statement or section that follows from and supports the argument presented.

9-10.W.5: Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.

● Formulate an inquiry question, and refine and narrow the focus as research evolves. ● Gather relevant information from multiple sources, using search terms effectively, and annotate sources. ● Assess the usefulness of each source in answering the research question. ● Synthesize and integrate information into the text selectively to maintain the flow of ideas. ● Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., MLA, APA) for citation. ● Present information, choosing from a variety of formats.

9-10.W.6.1b: Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods.

9-10.SL.2.3: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. 9-10.SL.3.1: Integrate multiple sources of information presented in diverse media and formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 9-10.SL.3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 9-10.SL.4.2: Create engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

9-10.ML.1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture. 9-10.ML.2.1: Analyze how media include or exclude information from visual and verbal messages to achieve a desired result. 9-10.ML.2.2: Analyze and interpret the changing role of the media over time in focusing the public's attention on events and in forming their opinions on issues.

Standards that have not been addressed or that will need some specific focus in other units.

None

TEACHING TIPS FOR UNIT (9TH - PERSPECTIVES: TURNING MIRRORS INTO

WINDOWS) • Triple-entry journal directions, prompts, and Romeo and Juliet. These may also be used

as reading checks or assessments if deemed appropriate or necessary. It may be helpful

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to get students started in the text by reading aloud with them until they become more comfortable with the language of the time period.

• Consider making and displaying poster-sized copies of the instructional models used throughout the unit. They are handy references for students as they analyze what they read, analyze vocabulary, and write. The teacher may also wish to make appropriate modifications to these models in order to help students use them more readily.

o Triple Entry Journal o 3, 2, 1 Blastoff! Exit Slip o Vocabulary Web o 4-Level Sentence Analysis o Paul’s Reasoning Model o SEES Paragraph Model o Source Credibility Rubric

• Each lesson starts with a quote, which offers a variety of choices for the teacher/students. The quote may be used as a discussion starter or a journal prompt. Students may be asked to find similar quotes or look for an image to accompany the quote. A quotation wall or board may be created in the classroom so that the quotes can be revisited throughout the unit.

• Whenever appropriate, allow for student choice. While specific narrative writing types are suggested (sonnet, analogy poem, maxim poster, friendly letter, etc.), students can write a variety of genres that meet the learning goals of the lesson. Students can also choose to handwrite their narrative pieces or use a computer.

• Incorporate technology whenever possible. The lessons were created with the idea that if technology was available, it would be used. If a school or individual teacher uses an online learning management system (Blackboard, LEARN, Canvas, etc.), parts of the lessons can be delivered through that platform. Students may also submit writing through the LMS. The lessons, however, offer teachers alternatives so that classrooms with varying degrees of technology availability may implement them.

• Students will view a variety of media throughout the unit. While the media is tied specifically to the lesson’s focus, it can also serve to address the Media Literacy standards. Through some strategically posed questions, teachers can assess students’ ability to evaluate the accuracy of information presented and identify target audiences in media presentations.

• Students should continue to read their books of choice outside of class. Though these books are not analyzed during the unit, outside reading is always encouraged. Students could form discussion groups or literature circles and apply what they are learning about perspectives to their outside reading.

• While not required by the unit, the option of inviting a guest speaker is available in lessons 3, 4, 7, 11, 13, 17, 19, 21, and 24. Guest speakers can be used to help teach the lesson, instead of the lesson, or as an addition to the lesson.

• Assessments for each Act of Romeo and Juliet can be found in Appendix C. These assessments can be used as a summative assessment for students or as a partner or

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group check for understanding. Assessments can also be modified according to student needs. Answer keys are provided in Appendix C.4f

• Reflection questions can be found in Appendix C that can be used during the unit when reflective feedback about student learning and progress is needed.

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LESSON 1: PRE-ASSESSMENT

I. OVERVIEW OF THE LESSON

• Administer the pre-assessments to establish baseline knowledge. It is important that these be administered prior to any instruction.

o Grammar o Concept o Text o Writing

• When these are complete, an initial discussion of the Concept of Perspective will begin.

II. STUDENT LEARNING OUTCOME OR OBJECTIVE

• To establish baseline knowledge for later assessment of growth

• To guide instruction and grouping of students

III. INDIANA ACADEMIC STANDARDS

• 9-10.W.6.2b • 9-10.W.6.2c • 9-10.RV.2.4 • 9-10.RV.2.5

IV. INSTRUCTIONAL TIME NEEDED

• 90 - 120 minutes

V. GROUPING ARRANGEMENTS

• Students complete these individually

VI. READING SELECTIONS, WEBSITES, MATERIALS, AND EQUIPMENT NEEDED

• Pre-assessments included here

VII. LESSON, STUDENT ACTIVITIES, GUIDING QUESTIONS

• Review the options for pre-assessment and determine which of the four assessments provided you wish to use for measurement of growth.

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• Teacher should grade pre-assessments with the rubrics provided and retain for comparison after post-test is given at the end of the unit.

VIII. HOMEWORK

IX. INTERDISCIPLINARY CONNECTIONS, ENRICHMENT POSSIBILITIES, OR RESOURCES

X. LESSON HANDOUTS OR ASSESSMENTS ATTACHED

• Handout 9:1.1 Pre-Assessment: Part A • Handout 9:1.2 Pre-Assessment: Part B • Handout 9:1.3 Rubric (for teacher use)

XI. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS

• All pre-assessments are likely to provide valuable information for instructional planning and to determine growth from the beginning to the end of the unit for all students for Grade 9.

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Handout 9:1.1

Pre-Assessment IHALA Phase II Grade 9 PART A

Note to Teachers: The pre-assessment should be given prior to any instruction from the unit provided to students in your classroom.

When ready to begin, tell your students: “Today we will complete a pre-assessment related to what we will be doing in this next unit. I am interested in knowing what you may already know; however, I do not expect that you will already know all of the answers to the questions. After we finish the unit, I expect that you will know many of these answers. Just answer the questions the best you can today. This is a pre-assessment and will not be a grade for the course.”

Student Name_________________________________________________ Date Given______________

Part A

Section I Concept of Perspectives Student Score

1. What are perspectives? In the space below, write as many examples of perspectives as you can come up with in the next five minutes.

2. Describe how perspectives are related to the following:

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a. political parties

b. literature

c. social media

3. What are three things that are true about all perspectives? These should be statements that would be true for all the examples you have given in number 1.

a. Perspectives

b. Perspectives

c. Perspectives

Total Score for Concept Section (/20). This is for pre-assessment only; your score does not count as a grade in the course.

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Section II Grammar Student Score

1. In the following paragraph, correct the mistakes in grammar and

usage. Write the correction above the mistake.

F. Scott Fitzgerald was an american novelist, short story writer, and belongs to a

upper middle class family in St Paul Minnesota. He was named after the star

spangled banner composer Francis Scott Key a distant cousin on his fathers’ side of

the family but is most often referred to as simply Scott Fitzgerald. F. Scott Fitzgerald

wrote The Great Gatsby. He and his wife Zelda name their only child Frances Scott

Fitzgerald and call her Scottie indeed they wished for the famous name to be

carried on into future generations

Total Score for Grammar Section (/20). This is for pre-assessment only; your score does not count as a grade in the course.

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Section III Expository Writing Student Score

Explain what can be done to mitigate (make less severe) the human factors that influence global warming. Consider both personal and global perspectives in your writing.

Plan your work on this page and write on the lines that follow the planning area; these lines continue on the next page.

30


Total Score for Expository Writing (/20). This is for pre-assessment only; your score does not count as a grade in the course.

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Handout 9:1.2

Pre Assessment Part B


Section IV Nonfiction Reading Student Score

Report excerpt from the U.S. Global Change Research Program www.globalchange.gov

Read the selection below and respond to the questions. Climate is defined as long-term averages and variations in weather measured

over a period of several decades. The Earth’s climate system includes the land surface,

atmosphere, oceans, and ice. Many aspects of the global climate are changing rapidly,

and the primary drivers of that change are human in origin. Evidence for changes in

the climate system abounds, from the top of the atmosphere to the depths of the

oceans. Scientists and engineers from around the world have compiled this evidence

using satellites, weather balloons, thermometers at surface stations, and many other

types of observing systems that monitor the Earth’s weather and climate. The sum

total of this evidence tells an unambiguous story: the planet is warming.

Temperatures at the surface, in the troposphere (the active weather layer

extending up to about 5 to 10 miles above the ground), and in the oceans have all

increased over recent decades. Global annual average temperature, as measured over

both land and oceans, has increased by more than 1.5°F (0.8°C) since 1880 through

2012.

Consistent with our scientific understanding, the largest increases in

temperature are occurring closer to the poles, especially in the Arctic. Snow and ice

cover have decreased in most areas. Atmospheric water vapor is increasing in the

lower atmosphere, because a warmer atmosphere can hold more water. Sea levels are

also increasing. Changes in other climate- relevant indicators such as growing season

length have been observed in many areas. Worldwide, the observed changes in

average conditions have been accompanied by increasing trends in extremes of heat

and heavy precipitation events, and decreases in extreme cold.

Natural drivers of climate cannot explain the recent observed warming. Over

the last five decades, natural factors (solar forcing and volcanoes) alone would

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http://www.globalchange.gov/


actually have led to a slight cooling.

The majority of the warming at the global scale over the past 50 years can only

be explained by the effects of human influences, especially the emissions from burning

fossil fuels (coal, oil, and natural gas) and from deforestation. The emissions from

human influences that are affecting climate include heat-trapping gases such as

carbon dioxide (CO2), methane, and nitrous oxide, and particles such as black carbon

(soot), which has a warming influence, and sulfates, which have an overall cooling

influence. In addition to human-induced global climate change, local climate can also

be affected by other human factors (such as crop irrigation) and natural variability.

The conclusion that human influences are the primary driver of recent climate

change is based on multiple lines of independent evidence. The first line of evidence

is our fundamental understanding of how certain gases trap heat, how the climate

system responds to increases in these gases, and how other human and natural factors

influence climate. The second line of evidence is from reconstructions of past climates

using evidence such as tree rings, ice cores, and corals. These show that global surface

temperatures over the last several decades are clearly unusual, with the last decade

(2000-2009) warmer than any time in at least the last 1300 years and perhaps much

longer. The third line of evidence comes from using climate models to simulate the

climate of the past century, separating the human and natural factors that influence

climate. When the human factors are removed, these models show that solar and

volcanic activity would have tended to slightly cool the earth, and other natural

variations are too small to explain the amount of warming. Only when the human

influences are included do the models reproduce the warming

observed over the past 50 years.

1. Write a two or three sentence summary of the reading.

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2. After reading the selection, why are scientists calling global warming an “unambiguous story?” Explain your answer using evidence from the text.

3. In your own words, explain what is meant by the statement, “Only when the human influences are included do the models reproduce the warming observed over the past 50 years.”

4. What does this passage tell us about perspectives?

Total Score for Nonfiction Reading (/20). This is for pre-assessment only; your score does not count as a grade in the course.

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Total Score for Concept (20 Points Possible)

Total Score for Grammar (20 Points Possible)

Total Score for Nonfiction Reading (20 Points Possible)

Total Score for Expository Writing (20 Points Possible)

Total Score (80 Points Possible)

* This is for pre-assessment only; your score does not count as a grade in the course.

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Handout 9:1.3 (for Teacher Use Only)

Scoring Rubrics and Answer Keys

Part A

Section I – Concept Rubric

Criteria Maximum 20

Examples of the Concept Give one point for every good example up to a maximum of 8 points

Application of Concept to Real World Issues

Give 2 points for each strong application of the concept of perspectives. (6)

Generalizations Give 2 points for each appropriate generalization about perspectives. (6)

Maximum total of 20 points possible - Enter score on last page of student test.

Section II Grammar and Usage Answer Key

Other corrections may be acceptable. 20 possible pts.

F. Scott Fitzgerald was an American novelist, a short story writer, and a member of an upper

middle class family in St. Paul, Minnesota. He was named after “The Star Spangled Banner”

composer Francis Scott Key, a distant cousin on his father’s side of the family, but he was most

often referred to as simply Scott Fitzgerald. F. Scott Fitzgerald wrote The Great Gatsby. He and his

wife, Zelda, named their only child Frances Scott Fitzgerald and called her Scottie. Indeed, they

wished for the famous name to be carried on into future generations.

There are about 20 errors, depending on how certain items are handled. Give 1 point for each error for a maximum total of 20 points possible. Enter score on last page of student test.

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Section III Expository Writing Rubric

Criteria 5 points 3 – 4 points 1-2 points 0 points

Opening Statement/ Opinion

I wrote a very clear statement about my topic with some supporting reasons.

I wrote a very clear statement about my topic.

I wrote a short sentence with little detail.

I did not give an opening statement about my topic.

Reasons and Elaboration

I wrote 4 or more good details and each was well explained.

I wrote 3 good details and each were well explained.

I wrote 1 or 2 details, and at least one of them was explained.

I did not give details, or I did not explain them well.

Conclusion

I wrote a strong conclusion that restated my position or my summary.

I just restated my first opinion or topic.

My conclusion did not match my first statement.

I did not give a conclusion.

Grammar and Mechanics

I used correct grammar, spelling, and mechanics of English.

I made 1 or 2 misspellings or other errors.

I made 2 - 4 misspellings or errors.

I made 5 or more errors.

Total

/20

Part B

Nonfiction Reading Answer Key - Possible responses (student responses will vary)

1. Write a two - three sentence summary of the reading.

Scientific evidence proves that the Earth’s climate is changing and that humans are driving that change, most especially through the emissions of heat-trapping gases and particles. Evidence comes from three major lines of evidence: climate system response to the increase in gases; reconstructions of past climates using evidence found in nature; and simulations that separate natural and human factors to determine the major causes of the warming.

2. After reading the selection, why are scientists calling global warming an

“unambiguous story?” Explain your answer using evidence from the text.

Global warming is not open for interpretation. Surface temperatures in the troposphere have increased more than 1.5 degrees Fahrenheit, with the largest increases closer to the Arctic and Antarctic where snow and ice cover have decreased significantly. Sea levels are also increasing, along with longer growing seasons observed. Heavy precipitation events and decreases in extreme cold have also been observed. When studies were conducted to separate human and natural factors over 100 years, it showed that the natural variations

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were too small to factor into global warming, thus leaving humans as the cause. There is no room for argument that our climate is changing.

3. In your own words, explain what is meant by the statement, “Only when the human influences are included do the models reproduce the warming observed over the past 50 years.”

When studies were conducted to separate human and natural factors, it showed that the natural variations were too small to reproduce the global warming that we see today. As stated in the article, “natural drivers of climate cannot explain the recent observed warming.” That leaves human factors as the primary cause. (similar answers acceptable)


Possible answers, but there may be others:

• Scientific perspective on global warming • Perspectives of the past from reconstructing past climates • According to the article, scientific evidence disallows other perspectives on whether

or not global warming is real.

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Section IV Nonfiction Reading Rubric – 20 points possible

Enter score on last page of student test.

Criteria 5 points 3-4 points 1-2 points 0 points

Q#1 Synthesis

I very effectively interpreted the selection in a concise way.

I effectively summarized the selection in a fairly concise way.

I wrote a somewhat effective summary, but it is not concise.

I wrote no response or a response that does not summarize the passage.

Q#2 Inference

I wrote a highly appropriate and well described inference.

I wrote an appropriate and fairly well described inference.

I wrote an inference that is not among the most important or my idea is not well explained.

I wrote no idea from passage that is not important and not well explained.

Q#3 Analysis

I wrote a very effective analysis of selected quote.

My analysis of includes details from the reading.

My analysis is not well supported with details from the reading.

My analysis is not clear and lacks support from the reading.

Q#4 Conceptual Understanding

I wrote a very insightful concept statement that is well supported from the selection.

I wrote a concept statement that is insightful and supported from the selection.

I wrote a concept statement that is not well supported with details from the reading.

I wrote a concept statement that is not clear and lacks support from reading.

Total

/20

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LESSON 2: THE CONCEPT OF PERSPECTIVE– MAKING GENERALIZATIONS


“We don’t see things as they are; we see them as we are.”

-Anais Nin

Students will work independently, in small groups, and as an entire class to arrive at an understanding of the concept of perspective.

II. STUDENT LEARNING OUTCOME OR

OBJECTIVE • To determine generalizations around the concept of perspective • To determine a working definition of the word perspective


• 9-10.RV.1 Acquire and use accurately general academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

• 9-10.RV.2.3 Analyze nuances in the meaning of words with similar denotations. • 9-10.W.1 Write routinely over a variety of time frames for a range of tasks, purposes,

and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from literature and nonfiction texts.

• 9-10.SL.2.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.

• 9-10.SL.2.4 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.


• One 45-minute class period

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• Large group discussion activity as a warm-up • Individual brainstorming using an ABC Chart • Groups of four to discuss generalizations • Large group discussion to build consensus of 3-4 generalizations and a

definition for the concept of perspective


• Projector • White board or chart paper • Pens • 9:2.1 Handout- Photograph • 9.2.2 Handout- ABC Chart


• Project optical illusions and have students discuss what they see. When they have differences, discuss why: We see things differently. • http://www.sciencekids.co.nz/pictures/illusions/duckrabbitillusion.html • http://www.sciencekids.co.nz/pictures/illusions/lifedeath.html • http://www.sciencekids.co.nz/pictures/illusions/facevase.html • http://www.sciencekids.co.nz/pictures/illusions/saxophone.html • http://www.123opticalillusions.com/pages/right-or-left.php • http://www.123opticalillusions.com/pages/opticalillusions15.php

• Divide students into four teams. Hand out slips of paper that have the different perspectives written on them (i.e.. tiger, zoo keeper, six-year-old, animal rights activist, rabbit, etc.). Show them the image below and have them write words that describe how they feel. Have students read their lists and see if the other teams can guess their perspective. Discuss how your perspective influenced how you felt about the photo: • 9:2.1 http://digitalcollections.nypl.org/items/7d22599a-9957-ab37-e040-

e00a1806173e#/?uuid=7d22599a-9957-ab37-e040-e00a1806173e (tiger, 6- year-old, animal rights activist, zoo owner)

• Students will work individually using the ABC Chart brainstorming technique to create lists of as many words they can think of that are issues on which people have different perspectives. After providing three minutes for initial brainstorming, the teacher will facilitate the brainstorming by providing prompts to keep ideas flowing: • What are issues you have trouble deciding yourself? (internal conflict) • What do you think that differs from what a family member thinks? • What do you think that differs from what a friend thinks? • What are small issues people can think differently about today? (Coke or Pepsi?)

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http://www.sciencekids.co.nz/pictures/illusions/duckrabbitillusion.html

http://www.sciencekids.co.nz/pictures/illusions/lifedeath.html

http://www.sciencekids.co.nz/pictures/illusions/facevase.html

http://www.sciencekids.co.nz/pictures/illusions/saxophone.html

http://www.123opticalillusions.com/pages/right-or-left.php

http://www.123opticalillusions.com/pages/opticalillusions15.php

http://digitalcollections.nypl.org/items/7d22599a-9957-ab37-e040-


• What are big issues people think differently about today? (gun control, immigration, etc.)

• Have students share out perspectives from their list. Students can share one of their topics and their own perspective on that topic. Other students should be instructed that they cannot comment on others’ topics or perspectives. Tell students that during this time we are honoring the speaker and not worrying about how we as listeners want to reply. Note: This discussion can be serious, depending on what students share (some students may choose to share their opinions on Coke vs. Pepsi but others might take this as an opportunity to share about a topic they feel passionate about—religion, gender issues, political stances, etc.) Use this time to teach students how to both share and listen respectfully.

• Next, take a few minutes to have a debriefing on what students have learned about perspectives from the activities using an affinity mapping protocol. Have small groups of students (3-4) write down what they have learned about perspectives on sticky notes. Then have one group at a time put their notes on a wall or whiteboard; as each group comes up, they should try to group like-notes together. After all groups have placed their notes, try to come up with a title or generalization about each grouping of ideas.

• Using chart paper, white board, or a Google Doc, have each group post their top three generalizations—these can be their own ideas or ideas they have pulled from the affinity mapping protocol. Have students look at all of the ideas posted and form a consensus on 3-4 generalizations about perspective. Remind students that a generalization is always, or almost always, true. Write generalizations as statements “Perspective is…” Have each group check to make sure that each group’s statement fits all (or almost all) of the words in their ABC Charts. • Generalization examples:

• Perspective can vary from person to person. • Perspective can change over time. • Perspective influences decisions.

• Have students work with a partner to create a working definition (1-5 words long) of perspective. Then work as a class to form a consensus on a working definition for perspective. Perspective- point-of-view • Important: Post the agreed-upon generalizations and definition in a prominent

place in the classroom for reference throughout the unit. • Discussion Questions:

• What is the most important generalization that our class made about perspective? Why?

• Why is it important to recognize our perspectives? This question is a good opportunity to help students understand how our perspectives are based on who we are. They are like mirrors. If you want to go into more detail, you can explain how perspectives are based on our personalities, families, friends, and cultures.

• How do perspectives change? • How does someone’s perspective influence the way he/she sees the world?

(Reference to quote at the beginning of the lesson.) This question is a good

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opportunity to help students understand how our perspectives shape how we view the events around us. They are like windows. If you want to go into more detail, you can discuss some current events and how our perspective shapes our viewpoints on them.

VIII. HOMEWORK

• None

IX. INTERDISCIPLINARY CONNECTIONS, ENRICHMENT POSSIBILITIES, OR

RESOURCES • Students interested in the psychology of optical illusions can do additional research

in this area. They might also be interested in researching inkblots or other psychological tests.


• 9:2.1 Handout – photograph of a tiger (public domain). Note: This handout is not needed for distribution to students if the link provided in the lesson (color photograph) can be used during the class period.

• 9:2.2 Handout- ABC Chart

XI. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS • This lesson content should be accessible to all students in an Honors class, including

those not identified as having high ability in language arts.

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Indiana High Ability Language Arts Phase II Unit 9

44

9:2.1 Photograph

May 2017

New York Public Library Digital Collections, 2016


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May 2017

9:2.2 Handout Names: ABC Chart

Directions: Complete the ABC Chart by thinking of as many words as you can that are issues on which people have different perspectives. Place the descriptor in the box of the letter with which it begins. Try to complete at least 20 of the 25 letters provided. (Note: X is left out.)

A B C D E

F G H I J

K L M N O

P Q R S T

U V W Y Z


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LESSON 3: RECOGNIZING PERSPECTIVES TODAY


“You can never understand a person until you consider things from his point-of-view…until you crawl into his skin and walk around in it.”

-- Atticus Finch, To Kill a Mockingbird

Students examine how perspectives can lead to bias and stereotyping by learning about the Treyvon Martin shooting and arguing for or against Zimmerman’s right to sell the gun from various perspectives. They then examine their own stereotypes and reflect on the experience.


OBJECTIVE • To analyze and discuss the themes of perspective and justice in various mediums • To understand how media include or exclude information to help form the public’s

opinion on current issues • To relate the Bill of Rights to the concepts of perspective and justice today • To write an argument for or against Zimmerman’s right to sell his gun from a specific

perspective • To maturely discuss sensitive information in a respectful way • To examine and reflect upon own stereotypes


• 9-10.RN.1 Read a variety of nonfiction within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently.

• 9-10.RN2.1 Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

• 9-10.RN.2.2 Analyze in detail the development of two or more central ideas over the course of a text, including how they interact and build on one another to provide a complex analysis.

sensitive


47

• 9-10.RN.4.2 Analyze various accounts of a subject told in different mediums (e.g., a

person’s life story in both print and multimedia), determining which details are emphasized in each account.

• 9-10.W.3.1 Write arguments in a variety of forms that – • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing

claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

• Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

• Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

• Establish and maintain a consistent style and tone appropriate to purpose and audience.

• Provide a concluding statement or section that follows from and supports the argument presented.

• 9-10.W.4 Apply the writing process to plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.

• 9-10.SL.2.4 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• 9-10.SL.2.5 Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in reference to the evidence and reasoning presented.

• 9-10.ML.2.1 Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

• 9-10.ML.2.2 Analyze how media include or exclude information from visual and verbal messages to achieve a desired result.


• Four 45-minute class periods • Day One- Introduce topic, create fact list • Day Two- Discuss media’s role in current issues, examine bias • Day Three- Discuss gun controversy, examine personal bias • Day Four- Writing prompt


• Individual for reading first article, writing prompt, and personal bias

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May 2017

• Small groups for some discussion • Whole class for other articles and most discussions


• “Trayvon Martin Shooting Fast Facts” http://www.cnn.com/2013/06/05/us/trayvon- martin-shooting-fast-facts/

• “5 Things to Know about the George Zimmerman-Treyvon Martin Saga” http://www.cnn.com/2013/02/25/justice/florida-zimmerman-5-things/

• “The Events Leading to the Shooting” http://www.nytimes.com/interactive/2012/04/02/us/the-events-leading-to-the- shooting-of-trayvon-martin.html?_r=0

• “Trayvon Martin and the Irony of American Justice” http://www.theatlantic.com/national/archive/2013/07/trayvon-martin-and-the- irony-of-american-justice/277782/

• “George Zimmerman Auctioning off Gun” http://www.cbsnews.com/videos/george- zimmerman-auctioning-off-gun-used-to-kill-trayvon-martin/

• “Gun Used to Kill Sells” http://nypost.com/2016/05/18/gun-used-to-kill-trayvon- martin-sells-for-120k/

• Project Implicit https://implicit.harvard.edu/implicit/takeatest.html • Bill of Rights http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html • Computer Access (for access to articles and Project Implicit) • Projector • Whiteboard or Chart Paper • 9:3.1 Handout- Note Taking • 9:3.2 Handout- 3, 2, 1, Blastoff! (Note: the 3, 2, 1, Blastoff! handouts can be used in

different ways: in their entirety to capture student thinking, as whole-class or small- group discussion questions (without writing down the answers), as a differentiation method by assigning different students different questions, as discussion prompts for a small group (assign one per group), etc.)

• 9:3.3 Handout- Source Credibility Rubric • 9:3.4 Handout- Paul’s Reasoning Model (this can be copied onto the back of 9:3.3) • 9:3.5 Handout- Arguing Your Perspective • 9:3.6 Handout- Student Model


Day One

• First of all, explain to students that we are going to be discussing a sensitive issue that needs to be treated respectfully by everyone in the classroom. Tell them that the themes we are going to discuss, perspective and justice, have been sensitive issues throughout history because what a person views as just is extremely dependent on his or her perspective. Remind students that there are many viewpoints to consider on

http://www.cnn.com/2013/06/05/us/trayvon-

http://www.cnn.com/2013/02/25/justice/florida-zimmerman-5-things/

http://www.nytimes.com/interactive/2012/04/02/us/the-events-leading-to-the-

http://www.theatlantic.com/national/archive/2013/07/trayvon-martin-and-the-

http://www.cbsnews.com/videos/george-

http://nypost.com/2016/05/18/gun-used-to-kill-trayvon-

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

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May 2017

current issues, and it is important to stay open-minded and treat every speaker with respect. Make it clear that you will not tolerate any inappropriate or immature behavior. You can determine appropriate guidelines for speaking about a sensitive subject as a class (e.g., Listen to others’ thoughts respectfully, watch your “air time”, back up opinions and statements with text, use respectful language, silence and thinking time are okay, etc.) or you can use the protocols developed by freshmen students that are included at the end of the lesson.

• Pass out 9:3.1 Handout- Note Taking. Tell students that we are going to spend the next few days discussing the Treyvon Martin shooting that happened in 2012. Explain that before delving deeper into the issue, you want to make sure everyone has a clearer understanding about what happened in the case. Assign students a number 1-3. (These numbers should be based on students’ ability to process information they read independently. Determine how to group students based on pre-assessment data, other data available from your school, or a combination thereof. Give the highest-ability students the number 3, middle level students 2, and less independent students 1). Then assign the articles accordingly:

1. “The Events Leading to the Shooting” http://www.nytimes.com/interactive/2012/04/02/us/the-events-leading- to-the-shooting-of-trayvon-martin.html?_r=0

2. “5 Things to Know about the George Zimmerman-Treyvon Martin Saga” http://www.cnn.com/2013/02/25/justice/florida-zimmerman-5-things/

3. “Trayvon Martin Shooting Fast Facts” http://www.cnn.com/2013/06/05/us/trayvon-martin-shooting-fast-facts/

• Tell students that we are going to begin by looking at the text to complete the first box of 9.3.1. Having this information is helpful because it will allow us to create a citation of the source if we need it later. Model this for students by projecting article 1 and finding the information needed to complete each section. This will provide support for the less independent students while the high ability students can find similar information in their own sources. Tell students that if they cannot find the information required, they should write “Not Provided” in that space.

• When students have the first box complete, tell them to read the article and write down facts they find especially interesting or relevant. Explain to them that due to limited space, they will have to prioritize the facts they think are especially important. Give students time to read and write down relevant facts.

• When most students have finished, put them in groups based on their article number. Have students come up with a Top 10 list of facts from their article based on what different students in the group recorded. Have each group post their Top 10 on the whiteboard or chart paper by putting similar ideas close together. This will allow students to see how the different articles covered the same issue and notice any similarities and differences.

• As a whole class, discuss why the lists are similar and/or different. Discuss the source of each article and the role of media in shaping the public’s view on current issues. Note:

http://www.nytimes.com/interactive/2012/04/02/us/the-events-leading-

http://www.cnn.com/2013/02/25/justice/florida-zimmerman-5-things/

http://www.cnn.com/2013/06/05/us/trayvon-martin-shooting-fast-facts/

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May 2017

depending on how much discussion your class would like to do, this activity could take two days.

• Pass out the 9:3.2 Handout- 3, 2, 1, Blastoff! and have students answer the top box.

Day Two

• Remind students that we are still discussing sensitive information, and they need to remember to speak with maturity and respect. Once again remind students that you will not tolerate insensitive or immature behavior.

• Explain to students that whenever an issue of fairness or justice comes up, there are often multiple perspectives on what is right. Tell students that we are going to read one person’s perspective on the Treyvon Martin shooting today.

• Hand out the 9:3.3 Handout- Source Credibility Rubric. Explain that when reading a source, it is important to determine how credible the source is and why so that we know how much to trust the information. Using a whiteboard and projector, complete 9:3.3 together as a class over the article “Treyvon Martin and the Irony of American Justice” http://www.theatlantic.com/national/archive/2013/07/trayvon-martin-and-the- irony-of-american-justice/277782/. This will help students understand how to use the rubric to evaluate a source and see the importance of making sure a source is credible before analyzing it at a deeper level. Completing this rubric will require students to scan the article looking for evidence to put on the rubric.

• After scoring the article on the rubric, explain that it is important to check the credibility of a piece because it shows us how to read it. We now know that this article’s credibility is questionable because the author’s purpose was to both inform and persuade. The article can still be useful to read, but we must proceed with caution. By checking the article’s credibility, we now know as a reader that we should be aware that there is bias in this piece—it is written from a specific perspective.

• Pass out 9:3.4 Handout- Paul’s Reasoning Model (this could be copied onto the back of 9:3.3). Read through the article “Treyvon Martin and the Irony of American Justice” as a class and complete Paul’s Reasoning Model for the article. This will give you a chance to model the use of Paul’s Reasoning with your students and allow you to ensure that the discussion stays respectful.

• Have students complete the second box of 9:3.2 Handout- 3, 2, 1, Blastoff! • Note: This lesson can be modified to include a guest speaker. You can invite a lawyer or

judge to discuss the American justice system’s benefits and flaws and how it relates to the Treyvon Martin case. This could be done instead of analyzing the article or you could add an extra day for the guest speaker.

Day Three

• Because freshmen can have short memories, remind students that we are still discussing sensitive information, and they need to remember to speak with maturity and respect. Once again remind students that you will not tolerate insensitive or immature behavior.

http://www.theatlantic.com/national/archive/2013/07/trayvon-martin-and-the-

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May 2017

• Show students the news clip “George Zimmerman Auctioning off Gun” http://www.cbsnews.com/videos/george-zimmerman-auctioning-off-gun-used-to-kill- trayvon-martin/

• In order to process the video, use a chalk talk protocol with your students. Tell students that the are going to discuss the video and their thoughts on it by writing them on the whiteboard. Students can comment back-and-forth to each other. The rules are no talking and remain respectful. If your class is large, you might want to divide the class in two and have two whiteboard discussions. The silence of this activity will provide a serious atmosphere to help support your students’ thinking. Note: If some students tend to dominate the “conversation,” you might want to have students give the markers back to you so that you can help guide who gets to “speak” in order to allow everyone a chance.

• Tell students that we are going to examine this situation from various perspectives. Have students list potential perspectives; then narrow it down to four different viewpoints (e.g., Treyvon Martin’s family, George Zimmerman, a history museum curator, Martin Luther King, Jr., etc.).

• Discuss each viewpoint one at a time. Divide the whiteboard or use chart paper to take notes on the important points made during the discussion. Discuss with students that different people have differing views on many issues. Without civil discussion and an attempt to understand other’s views, conflict is often inevitable.

• As a class, read “Gun Used to Kill Sells” http://nypost.com/2016/05/18/gun-used-to- kill-trayvon-martin-sells-for-120k/ . Use this time for students to share any last thoughts on the issue or personal opinions (respectfully).

• Explain to students that while it is often easy to see bias and stereotypes in others, it can be more difficult to see in ourselves. Offer to students that if they want to examine their own bias and stereotypes, they can participate in Harvard University’s Project Implicit https://implicit.harvard.edu/implicit/takeatest.html. Participating in this study will allow students to see any stereotypes they might not have seen in themselves by showing them attitudes or beliefs that they might not have recognized they have. This should be made optional, though, as it might be too mature for some freshmen students.

• Have students complete the rest of 9:3.2 Handout- 3, 2, 1, Blastoff! • Note: You might want to give students the T Chart handout so that they can organize their

evidence as homework in order to be better prepared for the writing prompt they will complete tomorrow. You can provide (or require) this for students whose scores on the writing section of the pre-assessment showed that they needed extra support.

Day Four

• This day will be focused on a timed writing prompt. Students should be given 45-50 minutes to respond to the prompt. Make sure that students have access to Bill of Rights http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html and all other articles discussed in class during this lesson.

http://www.cbsnews.com/videos/george-zimmerman-auctioning-off-gun-used-to-kill-

http://nypost.com/2016/05/18/gun-used-to-

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

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May 2017

• Pass out 9:3.5 Handout- Arguing Your Perspective. Tell students that they have 45 minutes to respond to the prompt. When students are finished, have them self-assess their writing according to the attached rubric.

Day Five

• Have students get out their drafts of Arguing Your Perspective and self-assessed rubric. Tell them that you are going to discuss the overall qualities of the student model and then assess it together using a rubric. Recommend that they make notes for improvement on their own drafts while you are discussing the model.

• Pass Out 9:3.6 Handout- Student Model. Have students read through the model together and mark three things:

• Put a Star by the part that stands out as the best section of their work • Put a Question Mark by any section you found confusing or any writing

technique you want to discuss • Put a Plus Sign somewhere you think more information is needed and explain

what would make the piece stronger. • Have a class discussion over the markings students made. After each marking, pause and

allow students to make notes on their own work on how to improve it based on what they learned from the model and the class discussion.

• Next, as a class, score the writing model. Project the rubric from 9:3.5 and, one category at a time, score the model using the rubric as a class. Make sure to discuss why students would score the model that way. Offer your own writing suggestions of how the model does/does not meet the rubric requirements during this discussion to help them better understand how their own piece should look. Then have students self-assess their own work by putting a mark on the their rubrics where they think their writing would score. Make sure to give time for them to annotate revision ideas on their own pieces for each category.

• When students have finished assessing the model, allow them time to revise their own pieces. Explain to students that you would like for them to focus on three changes they would like to make and improve those first (e.g., additional evidence, stronger transitions, clearer topic sentences, etc.). They can either work with a partner to get additional feedback, conference in small groups with you, or work on their own. Tell students that the revised draft is due the next day and that you would like them to turn in their original version with the self-assessment and the revised version with the self- assessment done in a different color to show where they feel growth occurred due to the class discussions and their revisions. Finally, ask students to annotate their final drafts by marking the three areas of focus on their revisions and explain why they chose these things to revise. This will help focus your assessment since you will know what students have spent extra time working on.

• When students turn in their work, make sure to assess it on the same rubric using a different color. This will show students how their assessment compares to yours. This score can then be used as a comparison score for future writings in order to show growth. If there are areas that students are weak in, mini-lessons can be offered as

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May 2017

needed to help scaffold those skills. Students should be encouraged to continue to revise their work based on the feedback they receive from your assessment and comments and what they learn in any mini-lessons offered in class (or virtually).

• Note: The revision process can take multiple days. If your students are benefitting from revising their own work based on self-, peer-, or teacher-assessment, then don’t rush the process. Writing arguments can be difficult for freshmen students, so teaching them these skills is time well spent.

VIII. HOMEWORK

• Day One- Complete top box of 9:3.2 Handout if not finished in class • Day Two- Complete the second box of 9:3.2 Handout if not finished in class • Day Three- Complete 9:3.2 Handout if not finished in class • Day Four- Complete self-assessment if not finished in class • Day Five- Complete revision of essay and self-assessment

IX. INTERDISCIPLINARY CONNECTIONS OR ENRICHMENT POSSIBILITIES

• Students interested in perspective and justice might want to do more research into either the history of these issues (e.g., The Civil War) or current issues today (e.g., police shootings).

• Students interested in the media’s influence on public perception might want to study recent issues and the media’s coverage. This article over Ryan Lochte is an interesting place to start: http://townhall.com/columnists/derekhunter/2016/08/25/malpractice-the- journalistic-assassination-of-ryan-lochte-n2209533


• 9:3.1 Handout- Note Taking • 9:3.2 Handout- 3, 2, 1, Blastoff! • 9:3.3 Handout- Source Credibility Rubric • 9:3.4 Handout- Paul’s Reasoning Model (this can be copied onto the back of 9:3.3) • 9:3.5 Handout- Arguing Your Perspective • 9:3.6 Handout- Student Model


• This lesson content should be accessible to all students in an Honors class, including those not identified as having high ability in language arts.

• When scoring the Arguing Your Perspective writing prompt, identify specific strengths and weaknesses for individual students as well as the class as a whole. This will allow you to provide mini-lessons for students as time allows on some of the skills in which they need support. They can then revise their pieces based on your feedback and what they learn from mini-lessons. Read Write Think offers some mini-lessons as a starting

http://townhall.com/columnists/derekhunter/2016/08/25/malpractice-the-

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place for you and your students: http://www.readwritethink.org/search/?resource_type=6&type=10&grade=17.

http://www.readwritethink.org/search/?resource_type=6&type=10&grade=17


9:3.1 Handout- Note Taking

Directions: Complete the note-taking organizer with information from your assigned text.

Author:

Article Title (in quotes):

Website Title (underlined):

Publisher:

Publishing Date:

Medium of Publication:

Date Accessed:

Fact 1:

Fact 2: Fact 3: Fact 4:

Fact 5: Fact 6: Fact 7:

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9:3.2 Handout

3 2 1


3, 2, 1 Blastoff! Exit Slip

56

Blastoff!

List 3 ways you see media affecting public opinion on current issues.

List 2 reasons it is important to analyze an author’s purpose when reading.

Write 1 reason why it is important to consider various perspectives on sensitive issues.

Answer the following in 3-5 sentences: What have you learned about the media and perspective from this lesson? Provide at least one supporting example.


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9:3.3 Handout

May 2017

Source Credibility Rubric Source Title: Source Web Address:

Criteria 5 3 1 Evidence

Who is the author?

• The author's name is easy to find

• The author is an authority • The author’s contact is easy

to find

• The author’s name can be found with some looking

• The author appears to be an authority (after research)

• The author’s contact is difficult to find

• The author is unknown • The author is not an authority • The author’s contact

information cannot be found

What is the sponsoring organization?

• The sponsoring organization is clearly identified

• The sponsor of the website is well-known and highly respected

• The sponsoring organization is difficult to identify

• The sponsor of the website is not well-known and/or highly respected

• No sponsoring organization can be identified

• The sponsor of the website has a questionable reputation

When was the source last updated?

• Current Event: updated within the last three months.

• Historical Topic: updated within the last year.

• Current Event: updated three to twelve months ago.

• Historical Topic: updated one to five years ago.

• No date is shown • Current Event: more than

twelve months old. • Historical Topic: more than

five years old.

Why is the author writing this piece?

• The purpose is to inform • The author is presenting a

neutral, objective point of view

• The purpose is to inform and persuade

• The author is supporting one side of an issue over another

• The purpose is to persuade or sell something

• The author is clearly biased in presenting information

How factual is the source?

• The source provides many facts

• The source is free from bias • The author includes many

links or a works cited list of sources used

• The source provides facts • The author’s opinions are

frequently included • The author includes few sources

or links to information

• The “facts” are questionable • The source is based mostly on

the author's opinions • No sources or links are

provided

Ratings

Highly Credible 23 - 25 Total Score: Rating:

Credible 18 - 22

Questionable *Do not use a source scored below 13

13 - 17


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Source Credibility Rubric: Teacher’s Edition

May 2017

Source Title: “Treyvon Martin and the Irony of American Justice” Source Web Address: http://www.theatlantic.com/national/archive/2013/07/trayvon- martin-and-the-irony-of-american-justice/277782/


Who is the author?



to find






5- The author’s name is easy to find: Ta-Nehisi Coates. When clicking on his name, we are taken to a direct link to his profile where find out he is a national correspondent for The Atlantic where he writes about culture and social issues.


The sponsoring organization is clearly identified

The sponsor of the website is well-known and respected





4- The Atlantic is a national magazine that covers news on business, politics, and culture. However, it is not peer-reviewed so is not as highly respected as a journal.








five years old.

1- The article was published on June 15, 2013 and has not been updated since.








3- The author is presenting information about the shooting but is doing so to persuade the audience that we need to re-think America’s justice system.










provided

4- The source gives many facts but also includes a lot of the author’s opinions. Many links are provided within the article, but there is not works cited of sources.

Ratings


Credible 18 - 22 17 Questionable


13 - 17

http://www.theatlantic.com/national/archive/2013/07/trayvon-


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9:3.4 Handout

May 2017

Paul’s Reasoning Model Title: ___________________________________________________ Author: __________________________________________

Purpose/Goal: What was Coates’s goal in writing this article? Do you think he/she meets this goal? Why or why not?

Points of View: What points of view are presented in “Treyvon Martin and the American Justice System”? What biases do you find in these points of view?

Evidence/Data: What data or other pieces of evidence does Coates provide? How do these support his point of view? How do you know these are reliable?

Concepts/Ideas: How does Coates present his ideas?

Issue/Problem: What is the root issue this article is addressing?

Assumptions: What assumptions does the reader make when reading this article?

Inferences: What inferences does Coates draw about the American justice system in the article?

Implications/Consequences: What do you think Coates hopes to see as implications of his article?

http://www.criticalthinking.org/ctmodel/logic-model1.htm


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May 2017

9:3.5 Handout Arguing Your Perspective

“For there is but one essential justice which cements society, and one law which establishes this justice. This law is right reason…” --Marcus Tullius Cicero, On the Laws

Should George Zimmerman have been allowed to auction the gun that killed Treyvon Martin? Argue your position on this issue based on what was read and discussed in class. Include specific references to information from at least two articles/videos and one reference to the Bill of Rights. Remember to include the essential elements of a strong argument: claim, counterclaim, reasons, and evidence. * Cite your sources within your writing. For example: According to “Treyvon Martin and the Irony

Essay Rubric (Adapted from IDOE HS English Assessing Rubrics) Above Expectations

Meets Expectations

Below Expectations

Ideas and Content: 10 9 8 7 6 5 • Presents a unifying main idea without going off on

tangents

• Provides evidence that includes in-depth information and many supporting details

• Explores many facets of the topic using a variety of evidence

• Fully explains how evidence supports the claim Organization: 10 9 8 7 6 5 • Presents a meaningful, cohesive whole

• Includes a solid introduction and conclusion

• Progresses in an order that enhances the meaning of the text

• Includes smooth transitions between sentences and paragraphs

Style: 10 9 8 7 6 5 • Includes vocabulary to make explanations detailed and

precise

• The writing is very fluent • Includes varied sentence patterns, including complex

sentences

• Demonstrates the use of writer’s techniques

Voice: 10 9 8 7 6 5 • Establishes and maintains a style appropriate to purpose

• Demonstrates a sense of audience • Exhibits an original perspective

Conventions: 10 9 8 7 6 5 • Demonstrates superior command of capitalization

• Demonstrates superior command of punctuation

• Demonstrates superior command of spelling • Demonstrates superior command of grammar

• Demonstrates superior command of paragraphing of American Justice”… or The Atlantic correspondent Ta-Nehisi Coates states, …


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ORGANIZING EVIDENCE Directions: Organize your evidence by placing information from the texts we have read and discussed in the appropriate column of the T Chart.

George Zimmerman has the right to auction off the gun used to kill Treyvon Martin.

George Zimmerman does not have the right to auction off the gun used to kill Treyvon Martin.


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SELF- ASSESSMENT WRITTEN COMMUNICATION RUBRIC (Adapted from Indiana Department of Education High School English Assessing Rubrics)

Name :

Content

Ownership 50 49 48 47

Mastery 45 44 43 42 41 40

Not Yet 38 36 34 32 30-0

Ideas and Content: Does my writing fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas I present a unifying main idea that shows

engaged reading and critical thinking I stay completely focused on the topic and

task and do not go off on tangents I fully explore multiple facets of the topic Evidence I provide in-depth information and

exceptional supporting facts and evidence that thoroughly support my argument

I use a variety of evidence (e.g., information, quotes, and examples)

My evidence is smoothly integrated into my writing

Analysis I fully explain how my evidence supports my

argument I make specific connections and draw

meaningful conclusions from my evidence

Ideas I present a unifying main idea that shows

engaged reading and some critical thinking I stay mostly focused on the topic and task

but sometimes go off on minor tangents I fully explore two facets of the topic Evidence I provide sufficient information with

supporting facts and evidence to support my argument

I use limited types of evidence, but it is relevant to my purpose

My evidence is mostly integrated into my writing

Analysis I mostly explain how my evidence supports

my argument I make general connections and draw broad

conclusions from my evidence

Ideas I attempt to form a unifying theme, but I only

show passive reading and lack critical thinking

I do not stay focused on the topic and/or do not answer the task provided

I only explore one facet (side) of the topic Evidence I do not provide enough information or

supporting facts to develop the topic I use weak evidence or my evidence is not

relevant to my purpose My evidence is not integrated into my writing

Analysis I do not explain how my evidence supports

my argument I draw superficial connections and

conclusions from my evidence or do not provide any relevant connections and conclusions


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Communication Ownership

50 49 48 47 Mastery

45 44 43 42 41 40 Not Yet

38 36 34 32 30-0 Organization: Are my ideas in the writing written in a way that is well organized and enhances the meaning of the text? I provide an inviting introduction and a strong

conclusion that support a meaningful, cohesive whole

I progress in an order that enhances meaning I use strong transitions and topic sentences in

order to smoothly connect ideas, sentences, and paragraphs in a way that enhances my meaning

I provide an introduction and conclusion that support a cohesive whole

I progress in an order that makes sense but is

formulaic I mostly use transitions and topic sentences to

connect my ideas

I am missing my introduction or conclusion My writing is sometimes hard to follow, confusing,

or unclear My transitions and topic sentences are weak or

missing

Style: Does my writing use exceptional word choice? Does my writing demonstrate exceptional writing technique? My word choice makes explanations precise,

descriptions rich, and actions vivid I correctly use a variety of challenging vocabulary My writing is exceptionally fluent I use a variety of sentence patterns and lengths

I demonstrate a strong use of writer’s technique

(figurative language, rhetorical devices, etc.)

My word choice is appropriate for the task and conveys my meaning

I use normal vocabulary correctly My writing is fluent I use some variety in my sentence patterns and

lengths I attempt to use some writer’s techniques

(figurative language, rhetorical devices, etc.)

My word choice is limited or basic I use basic or incorrect vocabulary My writing is not very fluent I rely on basic sentence patterns and lengths

My writing is repetitive, predictable, or dull

Voice: Is my writing is highly effective for the task and audience? My style is appropriate for my purpose I show a strong sense of audience I effectively provide an original perspective

(authoritative, lively, etc.)

My style is mostly appropriate for my purpose I show a basic sense of audience I attempt to provide an original perspective

My style is not appropriate for my purpose I do not really write to an audience I lack an original perspective

Conventions: Does my writing show a superior command of English conventions? My writing shows a superior command of English

conventions by averaging less than two mistakes per page in

o Capitalization o Punctuation o Spelling o Grammar

My writing uses varied punctuation correctly (;, …, :, --, ( ), etc.)

My writing shows a superior command of paragraphing

I cite textual evidence consistently and accurately

My writing shows a good command of English conventions by averaging less than five mistakes per page in


My writing attempts to use varied punctuation (;, …, :, --, ( ), etc.)

My writing uses paragraphing correctly I cite textual evidence with some errors

My writing shows a poor command of English conventions by averaging five or more mistakes per page in


My writing does not attempt punctuation correctly (;, …, :, --, ( ), etc.)

My writing shows a lack of paragraphing My textual evidence is missing or incorrect


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May 2017

9.3.6 Handout

Student Model: Pro

Is Zimmerman’s Auction Legal?

“Racism springs from the lie that certain human beings are less than fully human. It's a

self-centered falsehood that corrupts our minds into believing we are right to treat others as we

would not want to be treated.” This quote by Alveda King perfectly describes the issue between

George Zimmerman and Trayvon Martin. February 26, 2012— George Zimmerman was attacked;

Treyvon Martin was killed. Martin, an African American teen, allegedly attacked Zimmerman,

caucasian-hispanic neighborhood watchman, who shot and killed Martin. Zimmerman was

determined to be not guilty and now wants to auction off the firearm. Even though this issue is

fraught with racial tension, auctioning the gun off is perfectly legal.

The Second Amendment in The Bill of Rights states that American citizens have the right to

bear arms, which means that George Zimmerman is allowed to own his gun. Therefore, if he is

allowed to still own the gun, then he should be able to sell it, or auction it off if he so chooses.

“'I'm a free American,’ he said. ‘I can do what I want with my possessions.’” (cbsnews.com). It

is important to remember here that the question is if the auction of the gun is legal, not if it is the

right.

If Zimmerman is innocent just like he claims and was determined to be by a jury of his peers,

then there should not be an issue with the selling of the firearm he used in his defense. According

to The New York Times,

“Trayvon then approached him from behind a building and said, ‘What’s your problem,

homie?’ Mr. Zimmerman said he did not have a problem, and Trayvon attacked him.

Trayvon hit Mr. Zimmerman and pinned him to the ground. Mr. Zimmerman pulled his

gun as he was being beat and fired one shot. ‘You got me,’ Trayvon said, falling back.”


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May 2017

The firearm, according to what Zimmerman told police, was not used to abruptly murder Martin,

it was simply used in self-defense. Since the gun belonged to Zimmerman, and was not used to

kill someone purposefully, then auctioning it is a legal action on Zimmerman’s part.

However, many people still express their disgust toward Zimmerman’s gun auction.

Zimmerman said many people wanted to display his gun, including the Smithsonian Museum in

Washington, D.C. However, the Smithsonian was quick to reply in a tweet stating they disagreed

with Zimmerman and never showed any interest in his firearm: “We have never expressed interest

in collecting George Zimmerman's firearm, and have no plans to ever collect or display it in any

— Smithsonian (@smithsonian). According to The New York Times, “Mr. Zimmerman’s auction

plan incited a wave of criticism from politicians, sports figures, Hollywood entertainers and others.

Representative Hakeem Jeffries, a Democrat from Brooklyn, released a statement calling Mr.

Zimmerman a ‘coldblooded killer’ who should be in prison. On Twitter, the move was described

as ‘sick,’ ‘disgusting’ and ‘beyond tasteless.’” Although many

people do not agree with Zimmerman’s choice, it does not make it illegal. Also, even though many

think it is the wrong thing to do, Zimmerman justifies his decision by stating that he is donating

most of the money to various causes, one of the movements being Black Lives Matter.

Zimmerman can legally auction his gun, but many would agree that it was the wrong thing

to do. Many people who would disagree with the legality confuse their opinion with what is legal

with what they think is morally correct. Just because it is not right, does not make it illegal.

Zimmerman described his firearm as “a piece of American history” and, according to CNN,

announced his sale as follows: “The firearm for sale is the firearm that was used to defend my life

and end the brutal attack from Trayvon Martin on 2/26/2012”. It would be much different if

Zimmerman simply auctioned the gun off without making it such a big deal; instead he made it


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May 2017

out to seem as if whoever bought the item would be lucky to have such a valuable piece of

“history.” The reason he still had the gun was simply because he was decreed innocent and the

weapon was determined to be just like any other gun. If the Justice Department would have viewed

the firearm as anything different, per say, a murderous tool, then Zimmerman would not have

gotten it back in the first place … and he would have ended up in jail.

Many still believe the auctioning is illegal. However, most people who believe so also

believe George Zimmerman to be guilty. Granted, he did ignore 911 instructions and decided to

follow Trayvon Martin, but if the jury did not find reason to withhold Zimmerman’s gun in the

first place, then there is no reason for him not to be able to sell it.

Based solely on facts and individual rights, without any emotional value involved, the

auctioning off of Zimmerman’s firearm that was used to kill Trayvon Martin is perfectly legal.

Morally, though, it does make one wonder about Zimmerman’s right at a person to treat someone’s

memory this way. The question now becomes not was it Zimmerman’s legal right as an American

citizen but was it is moral right as a citizen of humanity.


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May 2017

Student Model: Con

Zimmerman and American Justice

$138,900. That is a lot of money to make…especially for killing a man. George Zimmerman,

a man of white-hispanic descent, suspiciously shot Trayvon Martin, an African American teenager.

Shortly after being declared not-guilty, Zimmerman auctioned off the gun, and it sold for $138,000.

He did not sell the weapon as just any gun, though; he sold the gun as an “American icon.” The

selling of the gun this way was not only wrong but also was offensive and should never have been

allowed by authorities.

Zimmerman selling the gun was wrong because it was the gun that took a human life. Of

course, there have probably been many guns sold that have taken people’s lives, but none were as

recognized or as magnified as Zimmerman’s gun. According to Elliot C. McLoughlin of CNN,

“George Zimmerman's auction for the gun that killed Trayvon Martin ended Tuesday, with the

final bidder possibly willing to pay $138,900 for the firearm.” Zimmerman was found to be not

guilty of second-degree manslaughter, but he still made over one hundred thousand dollars profit

for shooting a man. The fact that authorities let him sell the gun instead of taking the firearm from

him was not appropriate.

The selling of the gun is also wrong because he is selling it as an “American icon” or a “piece

of American history.” According to the Merriam Webster Dictionary, the definition of icon is, “A

person or thing that is regarded as a representative symbol of something.” Does Zimmerman think

shooting someone is the “American” thing to do? Someone who magnifies their own wrong actions

and deems them as iconic or historical is representing America in a unacceptable way. And to think

this misrepresentation could have been avoided if someone would have just stopped Zimmerman

from posting the auction in the first place.

The Bill of Rights Amendment 4 states, “The right of the people to be secure in their persons,

houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and

no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and

particularly describing the place to be searched, and the persons or things to be seized.” According

to the first part of the Fourth Amendment, Zimmerman has the right to do what he wants with his

possessions, whether it be sell it or trade it. However, in this case, Zimmerman was in court and

accused of second-degree manslaughter; he should not have had the same rights

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as other U.S. citizens. Zimmerman said that the Smithsonian was interested in buying his gun and

putting it on display. According to Larry McShane of The Daily News, “The Smithsonian wants

nothing to do with the gun George Zimmerman used to kill Trayvon Martin.” Who is more

trustworthy, the most famous and beloved museum in America, or the man who just murdered

someone? Ta-Nehisi Coates of The Atlantic says, “Effectively, I can bait you into a fight and if I

start losing I can legally kill you, provided I ‘believe’ myself to be subject to ‘great bodily harm.’”

Coates also said, “I have seen nothing within the actual case presented by the prosecution that

would allow for a stable and unvacillating belief that George Zimmerman was guilty.” What

Coates is saying is that according to the law, Zimmerman is innocent. Some would argue that the

verdict of innocent means Zimmerman deserves the same rights as other U.S. citizens. Later,

though, Coates goes on to say that Zimmerman deserved to be guilty, and it was the Justice

System’s fault he was not found guilty, not Zimmerman’s actions. Therefore, George Zimmerman

should not have been allowed to sell the gun.

It was a very bad decision to let George Zimmerman sell the gun on an online auction and

make money off of it. The idea that he can make a profit from killing someone is ludicrous and

should have never been allowed. The case against Zimmerman might not have been enough to

convict him of manslaughter, but it should have been enough to remove his rights to own and sell

the murder weapon. George Zimmerman foolishly displayed the gun as an American icon and

disrespected the Stars and Stripes greatly by doing so.

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CLASS DISCUSSION PROTOCOLS

• Be respectful of all speakers o No laughing, teasing, or making fun of someone’s

opinion o Don’t use insensitive language o Control yourself (words, actions, volume) o Don’t interrupt; keep your thoughts to yourself

until your turn to speak • Recognize the difference between fact and opinion

o Speak to voice own opinions, not to change others’ opinions

o Support your opinions with text/facts o Do not state your opinion as fact

• Share the air; do not monopolize the conversation o Remember true communication involves BOTH

speaking and listening; do your fair share of each o Use sticky notes for air time if needed o Listen to understand others’ perspectives, not just

to share your own

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LESSON 4: SHAKESPEARE’S PERSPECTIVE


“If we wish to know the force of human genius, we should read Shakespeare.”

-William Hazlitt

Students will investigate Shakespeare from different foci and share findings in order to inform their understanding of his perspective when writing Romeo and Juliet.


OBJECTIVE • To review the time period and person of

• To share information using the Jigsaw Method

• To connect Shakespeare’s perspective to his writing of Romeo and Juliet • To write a well-structured paragraph that incorporates the use of MLA references


• 9-10. RN.1 Read a variety of nonfiction within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently.

• 9-10.W.3.2 Write informative compositions in a variety of forms that 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.

• 9-10.W.5 Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.

• 9-10.SL.2.2 Examine, analyze, and reflect on ideas and support or refute points under discussion, by providing specific evidence from materials under study and other resources.

• 9-10.SL.4.1 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Shakespeare

71


• 11-12.RL.2.1 Cite strong and thorough textual evidence to support analysis of what a text

says explicitly as well as inferences and interpretations drawn from the text, including determining where the text leaves matters uncertain.


• Two 45-minute class periods o Day One- Assign topics; allow time for individual research; prioritize researched

information in small groups; and form new groups to share information o Day Two- Read and interpret the Prologue of Romeo and Juliet; discuss the

connections between Shakespeare’s influences and Romeo and Juliet; use SEES Paragraph Writing Model; and introduce the Triple Entry Journal and assign perspectives


• Individual for research and SEES Paragraph writing • Small groups for information prioritizing and sharing and reading Romeo and Juliet • Whole class for connection discussion


• Websites on Shakespeare • http://www.elizabethan-era.org.uk/ (Elizabethan Era) • https://www.rsc.org.uk/shakespeares-life-and-times (Shakespeare’s

Background) (if that site does not work, this one also has good information: http://www.dlhoffman.com/publiclibrary/Shakespeare/life.html )

• http://www.folger.edu/shakespeares-theater (The Globe) • http://www.pbslearningmedia.org/resource/shak15.ela.lit.inspiration/the-

inspiration-for-romeo-and-juliet-shakespeare-uncovered/ (Shakespeare’s Inspiration)

• Computer access, information from these sites can be printed for jigsaw groups or groups can gather information from sources in the library (this option would require more time)

• 9:4.1 Handout- Note Taking • 9:4.2 Handout- Romeo and Juliet: Prologue • 9:4.3 Handout- SEES Paragraph Instructions • 9:4.4 Handout- Romeo and Juliet Triple Entry Journal • 9:4.5 Resource- Romeo and Juliet Triple Entry Journal: Teacher’s Edition


Day One

• Explain that to better understand a work, it is helpful to look at the author’s perspective. For this reason, students will take a closer look at what shaped Shakespeare before his

http://www.elizabethan-era.org.uk/

http://www.rsc.org.uk/shakespeares-life-and-times

http://www.dlhoffman.com/publiclibrary/Shakespeare/life.html

http://www.dlhoffman.com/publiclibrary/Shakespeare/life.html

http://www.folger.edu/shakespeares-theater

http://www.pbslearningmedia.org/resource/shak15.ela.lit.inspiration/the-

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May 2017

writing of Romeo and Juliet. Doing research into Shakespeare’s life allows us to see a reflection of him as if in a mirror.

• Pass out copies of 9:4.1 and assign each student a specific topic (Elizabethan Era, Shakespeare’s Background, The Globe, and Shakespeare’s Inspiration). Explain that while there is much more information about these topics than room in the spaces to write them, students need to prioritize information and record the most pertinent information or facts that would influence the author’s perspective (shoot for seven items) they find on the website or video about their topic.

• Use the Jigsaw Method to create a list of topics that influenced Shakespeare: • Group students together by topic. Have them cut apart their pieces of information,

group them together if they are the same, and prioritize which five facts they deem most important to share. Students should write these five facts on the back of the cut paper that contains the website information.

• Regroup students so that each group has one member from each topic. Have students share information about each topic and determine four main generalizations about Shakespeare’s outside influences.

• Share main points as an entire class and determine a “final four” of outside influences on Shakespeare’s perspective. (Sample generalizations can include some of the following: Romeo and Juliet was inspired by Arthur Brooke’s work, but Shakespeare changed the plot to make it more sympathetic toward the teens; Shakespeare lived during the Renaissance, a time of festivals, art, science and cultural revolution; Shakespeare grew up near a theatre; Shakespeare lived during a time of strict laws and violence; Shakespeare’s marriage was somewhat scandalous in that his wife was already three months pregnant, and she was eight years older.)

Day Two

• Tell students that yesterday we learned about Shakespeare by looking into his mirror. Today we are going to see how his perspective became a window and influenced his writing.

• Pass out 9:4.2 Handout to groups of students from yesterday and have them “translate” the Prologue of Romeo and Juliet into today’s words. Discuss as a whole group the meaning of the Prologue.

• Have students make connections from the generalizations about Shakespeare’s perspective from yesterday to the Prologue in their small groups. Then discuss these connections as an entire class.

• Pass out 9:4.3 Handout (one per student). Have students answer the reflection question based on evidence from their discussions and Romeo and Juliet, asking them to cite information from Romeo and Juliet correctly using in-text citations. Note: Students might need to be shown how to correctly cite Romeo and Juliet using line numbers. This lesson could require an additional day, depending on your students’ familiarity with Shakespeare.

• Explain the Triple Entry Journal (9:4.4) that will be used throughout the reading of Romeo and Juliet:

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• The Triple Entry Journal allows students to access Shakespeare at different levels. The journals should be copied two-sided for each Act. Side One contains teacher- selected passages, which allows a focused discussion and Side Two allows room for differentiation. Assign students who need more reading support, as evidenced by the pre-assessment, to the audience member’s perspective, those with higher abilities to Shakespeare’s perspective, and the on-target students to a character’s perspective.

• Assign each student a perspective from which to read and record information on Side Two of the Triple Entry Journal (connections, questions, commentary, etc.) for Romeo and Juliet. Assign 3-5 students the same perspective: • Shakespeare (author focus)- Why did Shakespeare choose to write this way?

Consider his decisions in creating suspense, tragedy, character flaws, and conflict, as well as his use of figurative language and meter.

• Audience Member (plot focus)- What is happening in Romeo and Juliet? Keep track of the action of the play by focusing on the who, what, when, where, how, and why of the play.

• Character (character focus)- What is happening from a specific character(s) perspective? (Romeo, Juliet, The Capulets, Friar Laurence, Benvolio) Read the play through the eyes of your assigned character. What are her/her motives, assumptions, character traits, etc.? How do these affect his/her perspective of what is happing in the play?

• Provide any reading deadlines you have set (Students need to have Act I complete by Lesson 5, Act II by Lesson 8, Act III by Lesson 11, Act IV by Lesson 16, and Act V by Lesson 18). You can have students read a certain amount each day, and later in the unit, depending on student independence, you can just tell them to have the Act done by a certain date. Many 9th graders will need specific due dates, at least initially. Perhaps this is an area of possible differentiation that could be based upon doing a quality job initially. Students with exceptional early work can earn the right to plan their own work as long as they meet the due date for the Act.

• On Side Two of the Triple Entry Journal, it is important to note that students can initially write in either the I think… or I learned… categories when they select a passage. If a passage connects with them someway and they have something they want to share, they should begin with the I think… box. However, if they are struggling to understand Shakespeare’s meaning or have a question about the passage, they can look at resources for help and begin by filling out the I learned… box. Both of these boxes will help direct and inform the class discussion over the Act.

• The line numbers correspond to the version of Romeo and Juliet edited by William J. Rolf: http://www.gutenberg.org/files/47960/47960-h/47960-h.htm (HTML format)

• Note: This lesson can be modified to include a guest speaker. You can invite a college professor who teaches a class on Shakespeare to talk to your students. This could be done instead of doing the research and analyzing the prologue or you could add an extra day for the guest speaker.

http://www.gutenberg.org/files/47960/47960-h/47960-h.htm

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VIII. HOMEWORK

May 2017

• SEES Paragraph that incorporates information from the class discussion and Romeo and Juliet, citing the line numbers

• Begin reading Romeo and Juliet: Act I http://www.gutenberg.org/files/47960/47960- h/47960-h.htm


• Deeper study could be done into any aspect of Shakespeare’s time period or history. • Students who want an additional challenge can memorize the prologue of Romeo and

Juliet.


• 9:4.1 Handout- Note Taking • 9:4.2 Handout- Romeo and Juliet: Prologue • 9:4.3 Handout- SEES Paragraph Instructions • 9:4.4 Handout- Romeo and Juliet Triple Entry Journal • 9:4.5 Resource- Romeo and Juliet Triple Entry Journal: Teacher’s Edition


• When assigning students roles for the Triple Entry Journals while reading Romeo and Juliet, give stronger students the perspective of Shakespeare and less strong students the role of the audience. This will challenge strong students to read like the author and notice more detail and support less strong students by helping them track the plot while reading.

• Also, ability grouping students by having them focus on different perspectives allows you to scaffold support for students throughout the unit. For example, you can discuss material with small groups of students throughout the unit (all Shakespeares, or Audiences, or Characters). This will allow you to differentiate the material and offer varying levels of support based on what is needed by each group.

http://www.gutenberg.org/files/47960/47960-


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9:4.1 Handout- Note Taking

Author:

Article Title (in quotes):

Website Title (underlined):

Publisher:

Publishing Date:

Medium of Publication:

Date Accessed:


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9:4.2 Handout

May 2017

Romeo and Juliet Prologue

Directions: Working with your group, write a modern day translation of this Prologue. We are translating the Prologue thought-for-thought not line-for-line. The Prologue is a sonnet—make sure to note the rhyme pattern, iambic pentameter, and number of lines. Note: A prologue is an opening to a story that establishes the setting and provides background.

Two households, both alike in dignity,

In fair Verona, where we lay our scene.

From ancient grudge break to new mutiny,

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes

A pair of star-crossed lovers take their life;

Whose misadventured piteous overthrows

Do with their death bury their parents’ strife.

The fearful passage of their death-mark’d love,

And the continuance of their parents’ rage,

Which, but their children’s end, nought could remove, Is now the two hours traffic of our stage;

The which if you with patient ears attend,

What here to miss, our toil will strive to mend.


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May 2017

Romeo and Juliet Prologue: Teacher’s Edition

Directions: Working with your group, write a modern day translation of this Prologue. We are translating the Prologue thought-for-thought (notice the end punctuation) not line-for-line. Note: prologue is an opening to a story that establishes the setting and provides background.

Two households, both alike in dignity, The play is about two well-known and respected families and is set in the beautiful city of Verona.

In fair Verona, where we lay our scene.

From ancient grudge break to new mutiny, The families have a long-standing feud, which explodes into violence: citizens end up killing other citizens.

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes Two unlucky children from these families fall in love and end up committing suicide.

A pair of star-crossed lovers take their life;

Whose misadventured piteous overthrows But their tragic deaths stop their parents’ feud.

Do with their death bury their parents’ strife.

The fearful passage of their death-mark’d love, Our play is about the deadly story of the two lovers and their parents’ feud (which nothing but their children’s deaths could stop). And the continuance of their parents’ rage,

Which, but their children’s end, nought could remove,

Is now the two hours traffic of our stage;

The which if you with patient ears attend, If you listen carefully to the rest of the play, we will try to cover all the details you missed here in the Prologue.

What here to miss, our toil with strive to mend.


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9:4.3 Handout

SEES Paragraph Directions: Write a paragraph using the SEES format that answers the following question. Cite any reference to Romeo and Juliet by using line numbers (Prologue, i).

Statement

Provide a topic sentence about your paragraph’s content. It can be helpful for your audience if you put key words from the question in your topic sentence.

Explanation Explain your thinking. Tell your audience the “why” behind your topic sentence.

Evidence (citation)

Provide evidence from the text that supports your thinking. Make sure to cite where you got your evidence according to your teacher’s instructions in parenthesis.

So What? Explain why this is important: summarize, synthesize, or connect your information to today. Let your audience understand why they should care.

“The whole purpose of education is to turn mirrors into windows.” – Sydney J. Harris

Based on the research you have done and the Prologue, explain how Shakespeare turned his mirror (life experiences) into a window (his writings) by describing one way that Shakespeare’s perspective influenced the play Romeo and Juliet? Why is it important for readers to understand an author’s perspective?


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Written Response Rubric: SEES Paragraph

Criteria Exceeds Expectations

3 Points

Meets Expectations

2 Points

Needs Improvement 1 or 0 Points

Response Quality (x2)

Critical or creative thinking is clearly shown by using textual reference or detailed personal response that fully addresses the prompt

Reflection is complete and demonstrates enough thinking to show an understanding of the topic or reading

Reflection is incomplete; lacks textual or personal evidence; or response does not show critical or creative thinking

Genre Criteria (x1) SEES formatting followed correctly: Statement, Explanation, Evidence, So what

SEES formatting mostly correct; organization is mostly clear

SEES formatting incorrect; organization is difficult to follow

Grammar/Mechanics (x1)

Correct grammar, spelling, mechanics, and English usage

1-2 errors that do not interfere with meaning or flow of the writing

More than 2 errors or significant errors that interfere with meaning or flow of the writing


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SEES Paragraph- Student Sample

Shakespeare lived in a time of cruelty, punishments, strict laws, and executions, which influenced his writing greatly. For example, the Prologue of Romeo and Juliet states “civil blood makes civil hands unclean” (line 4). What Shakespeare means is that nobody in this feud is innocent, and in such a violent time, this would have been an experience to which Shakespeare could relate. Another example of violence in Romeo and Juliet’s Prologue occurs in line six: “A pair of star-crossed lovers take their life.” Shakespeare writes of Juliet and Romeo committing suicide because of their fate-destined love. Taking into consideration the cruelty and violence of the time, Shakespeare could have viewed their deaths as a more matter-of-fact occurrence. Seeing the blood and violence around him in his current society shaped Shakespeare’s perspective, and reading his plays gives the reader some insight into his life and times.


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9:4.4 Handout

Romeo and Juliet Triple Entry Journal: Act I (Side 1) http://www.gutenberg.org/files/47960/47960-h/47960-h.htm

It says… I think… I learned… Act I, scene i, lines 43-60 “Do you bite your thumb at us... remember they swashing blow.”

Act I, scene iv, lines 11, 12 “Give me a torch… I will bear the light.”

Act I, scene iv, lines 54-92 “O, then I see Queen Mab… This is she—“

How does what someone says give insight to their personality?

Aside-

Pun-

Soliloquy-

Act I, scene i, lines 8-11 “I strike quickly, being moved… that house Montague moves me.”

Act I, scene i, lines 115-128 “Madam, an hour before… gladly fled from me.”

Act I, scene v, lines 46-558 “O, she doth teach the torches… saw true beauty till this night.”

What does how something is said show you about a person?

Prose-

Blank Verse-

Couplet-

Act I, scene iii, lines 58-77 “What say you?... make it fly.”

Lady Capulet clearly wants Juliet to marry Paris. How does this begin to set up the tragedy of the play?

Tragedy-

External Conflict-

Identify two characters who seem to be a foil for one another in the play so far. Provide textual evidence for your answer.

Foil-


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May 2017

Romeo and Juliet Triple Entry Journal: Act I (Side 2)

It says… I think… I learned…

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May 2017

Romeo and Juliet Triple Entry Journal: Act II (Side 1)

It says… I think… I learned… Act II, Prologue “Now old desire… with extreme sweet.”

Why does Shakespeare use sonnets in his plays?

Sonnet-

Act II, scene i, lines 8-19 “Nay, I’ll conjure too… appear to us”

Identify two examples of parallelism in Mercutio’s speech.

Parallelism-

Act II, scene vi, lines 9-15 “These violent delights… tardy as too slow.”

Do you think that Romeo will take Friar Laurence’s advice? Why or why not?

Tragic flaw-

Select two events in Act II that escalate the conflict of the play.

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May 2017

Romeo and Juliet Triple Entry Journal: Act II (Side 2)


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May 2017

Romeo and Juliet Triple Entry Journal: Act III (Side 1)

It says… I think… I learned… How does culture as represented by the

following characters influence Romeo and Juliet’s decisions? Paris (Government)-

Friar Laurence (Church)-

The Nurse (Community)-

Act III, scene i, lines 36-87 “By my head… Come, sir, your passado!”

Who do you think is responsible for continuing this tragedy by starting the sword fight? Why?

Act III, scene ii, lines 35-39 “Ay me! What news?... Can heaven be so envious?”

How are these lines an example of dramatic irony?

Dramatic Irony-

If you were Romeo and Juliet, whom would you trust more Friar Laurence or the Nurse? Provide evidence.

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May 2017

Romeo and Juliet Triple Entry Journal: Act III (Side 2)


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May 2017

Romeo and Juliet Triple Entry Journal: Act IV (Side 1)

It says… I think… I learned… Act IV, scene ii, lines 1-9 “So many guests… goes not with me.”

Why do you think Shakespeare chose to begin this scene with comic relief? Who else often provides the role of comic relief?

Comic Relief-

Act IV, scene ii, lines 23, 24 “Send for the County… knit up tomorrow morning.”

How does this change in plot continue the tragedy of the play?

Act IV, scene iii, lines 15-58 “Farewell! God knows… I drink to thee.”

Why does Juliet experience internal conflict? How does she make her decision?

Internal conflict--

Find three examples of dramatic irony in Act IV. Explain how these moments contribute to the tension of the play.

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May 2017

Romeo and Juliet Triple Entry Journal: Act IV (Side 2)


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May 2017

Romeo and Juliet Triple Entry Journal: Act V (Side 1)

It says… I think… I learned… Why does Shakespeare use juxtaposed

ideas as themes for Romeo and Juliet? (love and hate; fate and freewill)

Juxtaposition-

Theme-

Act, V, scene iii, lines 49-87 “This is that banished… by a dead man interred.”

Considering the stressful circumstances Romeo is under, is he at fault for fighting Paris? Why or why not?

If Romeo and Juliet are the protagonists of the play, who/what is the antagonist? Explain using evidence.

Protagonist-

Antagonist-

In a tragedy, the tragic heroes have a tragic flaw that leads to their downfall. Identify one of Romeo and Juliet’s tragic flaws besides their impulsiveness. Cite evidence.

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May 2017

Romeo and Juliet Triple Entry Journal: Act V (Side 2)


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9:4.4 Handout

Romeo and Juliet Triple Entry Journal: Act I (Teacher’s Edition)

Act I, scene I, lines 43-60 “Do you bite your thumb at us, sir?... Gregory, remember they swashing blow.”

Act I, scene iv, lines 11, 12 “Give me a torch. I am not for this ambling; Being but heavy, I will bear the light.”

Act I, scene iv, lines 54-92 “O, then I see Queen Mab hath been with you… This is she—“

How does what someone says give insight to their personality?

Possible Answer— What people say can show who they really are. For example, Gregory and Sampson are acting tough, but their asides show that they are nervous. Romeo keeps his sense of humor with his friends by using a pun, even though he is depressed. Mercutio tries to cheer his friend up with his light-hearted soliloquy. All of these instances are examples of characters giving insight to their personality through their words.

Aside- A short speech directed at the audience or another character but not heard by other characters on the stage

Pun- A joke that comes from a play on a word’s multiple meanings or sound

Soliloquy- A speech in which a character speaks his or her thoughts aloud

Act I, scene I, lines 8-11 “I strike quickly, being moved… A dog of that house Montague moves me.”

Act I, scene I, lines 115-128 “Madam, an hour before… gladly fled from me.”

Act I, scene I, lines 205-208 “Well, in that hit you miss… she lives unharmed.”

What does how something is said show you about a person?

Possible Answer- The way something is said shows you a lot about a person’s personality. For example, Shakespeare varies the use of his language to show the difference between characters and the importance of what is happening in the play. When the servants speak in prose, they are showing their lower station. The use of blank verse shows that Benvolio is a higher-ranking character. Romeo’s use of couplets shows the importance of what he is saying.

Prose- All forms of writing that are not written in verse (not poetry)

Blank Verse- Unrhymed poetry written in iambic pentameter (10 syllables per line)

Couplet- A rhymed pair of lines

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Act I, scene iii, lines 58-77 “What say you?... make it fly.”

Lady Capulet clearly wants Juliet to marry Paris. How does this begin to set up the tragedy of the play?

Possible Answer- We already know that Romeo and Juliet will fall in love, so having her parents want her to marry someone else sets Juliet up for external conflict with her family, and this conflict helps set the stage for later tragedy.

Tragedy- A dramatic work that shows the downfall of the tragic hero that are started by a tragic flaw and continue in a cause- and-effect way that leads to a disastrous (often deadly) end. External Conflict- When a character is against an outside force

Answers will vary Identify two characters who seem to be a foil for one another in the play so far. Provide textual evidence for your answer.

Possible Answers- Tybalt (violent) and Benvoio (peaceful), Lady Capulet (refined) and the nurse (coarse), Mercutio (jokester) and Romeo (serious)

Foil- A character who is a strong contrast to another character

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Romeo and Juliet Triple Entry Journal: Act II (Teacher’s Edition)

It says… I think… I learned… Act II, Prologue “Now old desire… with extreme sweet.”

Why does Shakespeare use sonnets in his plays?

Sonnets were love poems during Shakespeare’s time period. When the audience heard a sonnet in Romeo and Juliet, they would have known that the two characters were in love.

Sonnet- A lyric poem written in 14 lines, iambic pentameter, and an abab, cdcd, efef, gg rhyme pattern

Act II, scene I, lines 7-19 “Nay, I’ll conjure too… appear to us”

Identify two examples of parallelism in Mercutio’s speech.

Possible Answers- Lines 8-11 “Appear…Speak…Cry…Speak”

Line 15 “He heareth not, he stirreth not, he moveth not”

Parallelism- The use of similar grammatical structure to show ideas that are of equal importance

Act II, scene vi, lines 9-15 “These violent delights… tardy as too slow.”

Do you think that Romeo will take Friar Laurence’s advice? Why or why not?

Possible Answer- Romeo’s tragic flaws are that he is impulsive and passionate. Friar Laurence advises Romeo to slow down, but he won’t take the Friar’s advice because of his tragic flaws.

Tragic flaw- An error in judgment or character of the tragic hero

Possible Answers- Act II, scene iv, lines 6-19 Tybalt challenges Romeo to a dual

Act II, scene iv Romeo and Juliet secretly marry

Select two events in Act II that escalate the conflict of the play. Explain how they add to the conflict of the play.

Answers will vary.

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May 2017

Romeo and Juliet Triple Entry Journal: Act III (Teacher’s Edition)

It says… I think… I learned… Possible Answers-

Act III, scene I, lines 189-200 “And for that offense… pardoning those that kill.”

Act III, scene iii “Romeo, come forth… Farewell.”

Act III, scene v, lines 213-240 “Faith, here it is… power to die.”

How does culture as represented by the following characters influence Romeo and Juliet’s decisions: Prince Escalus (Government)- The Prince banishes Romeo for killing one of his relatives and says he will be killed if he returns to Verona. Friar Laurence (Church)- Still hoping to end the feud, Friar Laurence comes up with a plan to bring Romeo and Juliet together again. The Nurse (Community)- The Nurse advises Juliet to forget Romeo and marry Paris, thus causing Juliet to not trust her confidant any longer.

Act III, scene I, lines 36-87 “By my head… Come, sir, your passado!”

The tragedy continues with mounting conflict. Who do you think is responsible for starting this sword fight? Why?

Answers will vary.

Act III, scene ii, lines 35-39 “Ay me! What news?... Can heaven be so envious?”

How are these lines an example of dramatic irony?

Possible Answers- It is ironic in several ways— 1. Juliet thinks Romeo is dead, but the audience knows he is not. 2. Romeo is not dead yet, but he will be by the end of the play. 3. Juliet now mistakenly believes that Romeo is dead, but later Romeo will mistakenly believe that Juliet is dead.

Dramatic Irony- A type of irony when the reader/audience knows something the character(s) do not know

Evidence will vary. If you were Romeo and Juliet, would you trust Friar Laurence or the Nurse more? Provide evidence.

Answers will vary.

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Romeo and Juliet Triple Entry Journal: Act IV (Teacher’s Edition)

It says… I think… I learned… Act IV, scene ii, lines 1-9 “So many guests… goes not with me.”

Why do you think Shakespeare chose to begin this scene with comic relief? Who else often provides the role of comic relief?

Possible Answer- Scene I ended very heavy and dark and Scene iii will become dark again. Shakespeare might have chosen comic relief here as a way to break the tension for his audience.

The nurse also often plays the role of comic relief, as well as Mercutio (when he was living).

Comic Relief- Humorous scenes, characters, or speeches that are often provided in a serious drama to provide a break in the emotional intensity.

Act IV, scene ii, lines 23, 24 “Send for the County… knit up tomorrow morning.”

How does this change in plot continue the tragedy of the play?

Possible Answer- Moving the wedding up a day threatens Friar Laurence’s plan because Juliet has to take the sleeping potion early, and Romeo might not hear about the plan in time.

Act IV, scene iii, lines 15-58 “Farewell! God knows… I drink to thee.”

Why does Juliet experience internal conflict? How does she make her decision?

Possible Answer- Juliet has to decide whether or not she trusts Father Laurence. She is worried that he might really want her dead to cover his own role in this plan. She decides to drink the potion anyway because of her love for Romeo.

Internal conflict— A conflict that happens within a character often occurring when a decision needs to be made

Act IV, scene I, line 6 “Immoderately she weeps…”

Act IV, scene ii, lines 17-22 “Where I have learned… ruled by you.” Act IV, scene iii, lines 1-14 “Ay, those attires are best… for thou hast need.”

Find two examples of dramatic irony in Act IV. Explain how these moments contribute to the tension of the play. Possible Answer- Paris thinks that Juliet grieves for Tybalt, we know she cries for Romeo. Capulet thinks Juliet will be obedient to him, we know the deception she is planning.

Juliet says she wants to be alone to prepare for the wedding, we know she intends to take the potion.

The irony builds tension because it seems like the tragedy is unavoidable.

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Romeo and Juliet Triple Entry Journal: Act V (Teacher’s Edition)

It says… I think… I learned… Evidence will vary. Why does Shakespeare use

juxtaposed ideas as themes for Romeo and Juliet? (love and hate; fate and freewill)

Shakespeare makes both concepts seem more dramatic by contrasting them, thus adding to the tension of the play. For example, the love of Romeo and Juliet seems more intense when compared to the backdrop of their parents’ deep hatred. Additionally, the decisions of Romeo and Juliet seem less under their own control when viewed under the light of the seemingly unchangeable trajectory of their paths.

Juxtaposition- When two words or ideas are placed side by side to show contrast

Theme- An underlying idea about life or human nature that a writer wants the reader to understand

Act, V, scene iii, lines 49-87 “This is that banished… by a dead man interred.”

Considering the stressful circumstances Romeo is under, is he at fault for fighting Paris? Why or why not?

Possible Answer- Answers will vary. Potentially- The late hour, stress, worry, and grief probably make Romeo’s already impulsive judgment even worse.

If Romeo and Juliet are the protagonists of the play, who/what is the antagonist? Explain using evidence.

Answers will vary. Potentially- The Capulets and Montegues, the family feud, Fate, Prince Escalus, Tybalt.

Protagonist- Main character in a work of literature

Antagonist- The main character or force in opposition to the protagonist (main character)

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Answers will vary In a tragedy, the tragic heroes have a tragic flaw that leads to their downfall. Identify one of Romeo and Juliet’s tragic flaws besides their impulsiveness. Cite evidence.

Answers will vary but might include overly romantic beliefs, deception of parents, defying social expectations.

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LESSON 5: FAMILY SHAPES PERSPECTIVE


“The story of my family. . .changes with the teller.”

-- Jennifer Haigh

Students will analyze how families shape individual member’s perspectives by writing their own “Meditations” based on what they have learned from their families.


OBJECTIVE • To analyze the meaning, language,

and theme of a poem • To understand the impact of guardians on their children by reading nonfiction • To recognize the impact of family members on own perspectives


• 9-10.RL.1 Read a variety of literature within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently.

• 9-10.RN.1 Read a variety of nonfiction within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently.

• 9-10.RN.2.1 Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

• 9-10.RN.3.3 Determine an author’s perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose.


• Two 45-minute class periods

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• Analyze the poem “If”, by Rudyard Kipling. Discuss the meaning of excerpts

from Far from the Tree by Andrew Solomon • Read excerpts from Meditations: Book I, by Marcus Aurelius; write own

meditations


• Think-pair-share for analyzing “If” • Individual to read excerpts from Meditations and to write own meditations • Small groups for discussing Far from the Tree • Whole class for final discussion


• “If”- Kipling http://www.poetryfoundation.org/poems-and-poets/poems/detail/46473 • Far from the Tree- Solomon excerpts https://www.amazon.com/Far-Tree-Parents-

Children-Identity/dp/0743236726 • Meditations: Book 1- Marcus Aurelius http://www.gutenberg.org/files/2680/2680-

h/2680-h.htm • 9:5.1 Handout- Poetry Analysis • 9:5.2 Handout- Far from the Tree • 9:5.3 Handout- From You I Learned • Pens • Colored pencils

V. LESSON, STUDENT ACTIVITIES, GUIDING QUESTIONS

Day One

• Hand out the poem “If” and have students work on the Poem Analysis handout. If students are comfortable with poetry, they might not need much instruction; however, if analyzing poetry seems new to the majority, they can be taken through the steps of analysis as a class. (Just don’t discuss what they think as you go—explain the process only and save content discussion for later.)

• After students complete the Poem Analysis on their own, have them discuss their thoughts with a partner. Give them a colored pencil to record any new thoughts they get from their partners on their Poem Analysis sheet. This will allow both you and them to see how their original thinking compares to their thinking after discussing with their partner.

• Then repeat the process as a whole group. Give students a new color of pencil and have them record any thoughts they find interesting from the group discussion.

• Have students read the first two pages from Far from the Tree (found online at the link provided). As they are reading, have them respond to the questions provided in 9.5.2 Handout, as well as note interesting information, connections, or questions they might have.

http://www.poetryfoundation.org/poems-and-poets/poems/detail/46473

http://www.amazon.com/Far-Tree-Parents-


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May 2017

• Put students in mixed groups of four and have them discuss their quotes and why they chose them. Students should record thoughts from their group as applicable to their quotes under “I learned…”

• After students discuss in groups, take time to debrief as a class by discussing some of the major insights students had during the discussion.

• End class by having every student complete the following exit slip: “Today I learned…”

Day Two

• Explain to students that we can tell a lot about a person’s perspective by what they have learned from their families.

• Give groups of 2-3 students a blank piece of paper. Provide students with access to Meditations: Book 1- Marcus Aurelius http://www.gutenberg.org/files/2680/2680- h/2680-h.htm by either printing hard copies or allowing them to access it online. Have them draw an annotated caricature of Marcus Aurelius based on what he said he learned from his family. Students should draw Aurelius and write a phrase from the meditation that made them think of him that way. It could help to give students specific roles for this activity: facilitator, artist, presenter.

• Have students share their caricatures and annotations with the class. Discuss how family shapes our perspectives based on what we learn from them.

• Students should complete their own From You I Learned statements based on what they have learned from their families in the same style as Aurelius. Use their responses to create a class Wall of Wisdom. Students can share their From You I Learned statements with the class the next day if time allows. Note: Students will work on shorter, personal responses throughout this unit. It is very important that all of these drafts be saved in a portfolio because they will be revised in Lesson 20 to create multi-genre narrative.

VI. HOMEWORK

• Complete From You I Learned statements if not finished in class • Continue reading Romeo and Juliet: Act I


VII. INTERDISCIPLINARY CONNECTIONS OR ENRICHMENT POSSIBILITIES

• Students who enjoyed Solomon’s work can watch his TED Talk (https://www.ted.com/talks/andrew_solomon_love_no_matter_what?language=en) or read more from his book.

• Students with interest in Roman history can continue to read from Meditations, do research on some of the people who influenced Marcus Aurelius, or create a family tree of Marcus Aurelius

VIII. LESSON HANDOUTS OR ASSESSMENTS ATTACHED

• 9:5.1 Handout- Poetry Analysis



http://www.ted.com/talks/andrew_solomon_love_no_matter_what?language=en)

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• 9:5.2 Handout- Far from the Tree • 9:5.3 Handout- From You I Learned

IX. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS

• If students need more support with the poem “If”, it can be broken down for them by dividing the poem into its four stanzas and having pairs or small groups of students analyze just one stanza and then discussing the poem as a whole with the entire class. This way HA students can be grouped together to analyze their section of the poem.

• The Far from the Tree excerpt can be read in small groups with teacher support while HA students read on their own. This will allow the instructor to support readers who might struggle with this more complicated text.

• Students can be supported with the caricature of Marcus Aurelius by discussing his traits as an entire class and coming up with a list of characteristics based on his writings. They can then build their caricatures from the class list.

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If, by Rudyard Kipling

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If you can keep your head when all about you Are losing theirs and blaming it on you,

If you can trust yourself when all men doubt you, But make allowance for their doubting too;

If you can wait and not be tired by waiting, Or being lied about, don’t deal in lies,

Or being hated, don’t give way to hating, And yet don’t look too good, nor talk too wise:

If you can dream—and not make dreams your master; If you can think—and not make thoughts your aim;

If you can meet with Triumph and Disaster And treat those two impostors just the same; If you can bear to hear the truth you’ve spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop and build ’em up with worn-out tools:

If you can make one heap of all your winnings And risk it on one turn of pitch-and-toss,

And lose, and start again at your beginnings And never breathe a word about your loss;

If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: “Hold on!”

If you can talk with crowds and keep your virtue, Or walk with Kings—nor lose the common touch, If neither foes nor loving friends can hurt you,

If all men count with you, but none too much; If you can fill the unforgiving minute With sixty seconds’ worth of distance run,

Yours is the Earth and everything that’s in it, And—which is more—you’ll be a Man, my son!

This poem is in the public domain and can be found at the following site:

http://www.gutenberg.us/articles/if_(poem)



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9:5.1 Handout

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Poem Analysis

Title: Record what you think the title means before reading the poem.

Summarize: Read the poem and put it in your own words.

Meaning: What does the poem mean? Consider what is happening, tone, change, and poet’s attitude.

Poetic Devices: What language do you notice in the poem? Similes, metaphors, enjambment personification, imagery, repetition, alliteration, rhyme, assonance, etc.

Theme: What is the poet trying to convey through the poem? What is the poem’s overarching message?

Title: Read the title again. Do you have any new ideas to add about what it means?

Personal Reaction: What do you think about the poem? Do you like it? Why or why not?

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9:5.1B Handout

Poem Analysis- Teachers Edition


Answers will vary.


Answers will vary but will focus on the following: The poem is advice that a father is giving to his son. He includes life advice such as how to make good decisions, behave toward others, handle adversity, etc.


Answers will vary but could include the following: The poem is reminiscent of Kipling’s time period and British stoicism (the idea that a man should be patient, dependable, humble, and persevering). The father seems to be saying that it is important to show moderation in all his actions.


Answers will vary but could include the following: Repetition—“if” and “you” Personification—“make dreams your master” (line 9) Alliteration—“with wornout” (line 16) Hyperbole—“walk with Kings” (line 26) Paradox—“ If all men count with you, but none too much” (line 28)

Theme: What is the poet trying to convey through the poem? What is the poem’s overarching message?

Answers will vary but could include the following: It teaches a lesson about life. The father (speaker) is giving his son advice on what it means to become a “Man.”


Answers will vary.


Answers will vary.

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9:5.2 Handout Far from the Tree Quote Discussions


What specific word choice does Solomon use to show his perspective?

Based on the first two pages of his book, what is Solomon’s perspective on family?

Define the following:

Vertical Identity-

Horizontal Identity--

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9:5.2B Handout Far from the Tree Quote Discussions Teachers Edition

It says… I think… I learned… Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

What specific word choice does Solomon use to show his perspective?

Answers will vary but may include:

“no such things as reproduction” “braiding themselves together” “blood…is thicker than water” “throwback genes”

Based on the first two pages of his book, what is Solomon’s perspective on family?

Solomon both recognizes the importance of family and the difficulties that families can face. He notes that parents can be disappointed when children are not what they expected them to be.

Define the following:

Vertical Identity- identity that is received genetically (i.e. physical traits)

Horizontal Identity-- identity that is acquired from a peer group (sexual orientation, culture, etc.)

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9:5.3 Handout

From You I Learned

Directions: Think of the people who have influenced your life and complete the three following statements. In the style of Marcus Aurelius, make sure to explain the how behind your learning. Then write one of your statements on the large section at the bottom of the page to hang in the classroom.

From I learned

From I learned

From I learned

-----------------Write your best statement neatly below to post in our classroom----------------

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Student Exemplars

From my mother I learned to be humble while in triumph but also not

to belittle myself in defeat. She taught me to not boast when

succeeding and to keep my head up in failure.

From my foster siblings I learned how to adapt to change and accept new lifestyles. All of the children who come into our family are different. They have taught me throughout the years how to support and accept others and the importance of showing compassion for those who are hurting.

From my great grandpa I learned that you should always have fun: Go

on adventures and make memories, get into trouble sometimes…

because when you get old, you’ll want good stories to tell your

grandchildren!

From my parents I learned to be curious and ask a lot of questions. The only way I am going to learn and keep having motivation is to continue to stay inquisitive and ask great questions of those who know more than I do. What better way to become a little better every day?


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LESSON 6: ROMEO AND JULIET: ACT I


“The optimist sees the donut; the pessimist sees the hole.”

- Oscar Wilde

Students discuss characters’ personalities and how these personalities affect their perspectives of various situations.


OBJECTIVE • To better understand the characters in

Romeo and Juliet • To work together to come to a shared understanding of a text


• 9-10.RL.1, RL2.1, RL.2.3, RL.2.4, RL.3.1, RL.3.2 • 9-10.RV.2.4, RV.2.5, RV.3.1 • 9-10.SL.2.1, SL.2.2, SL2.4


• One 45-minute class period (depending on your students’ comfort level with Romeo and Juliet)


• Small groups for Triple Entry Journal discussion (Side Two) • Whole class for Triple Entry Journal discussion (Side One)


• Romeo and Juliet: Act I http://www.gutenberg.org/files/47960/47960-h/47960-h.htm • 9:6.1 Handout- 3, 2, 1, Blastoff! Exit Slip


• Post the following quote on the board: “The optimist sees the donut; the pessimist sees the hole”- Oscar Wilde. Explain that people’s personalities affect their perspective.



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Explain to students that personality can be defined as the combination of thoughts, feelings, and behaviors that make a person unique. Tell students that today’s discussions are going to focus on uncovering the personalities of the main characters in Romeo and Juliet by analyzing their thoughts, feelings, and behaviors, and determining how their personalities affect their perspectives on the plot of the play.

• Pass out 9:6.1- 3, 2, 1, Blastoff! Exit Slip. • Tell students to get into groups with the people who had the same perspective on the

Triple Entry Journals (Shakespeare, Audience, Characters as assigned—so all the Romeo’s are together, etc.). Once in their groups, have students discuss Side Two of their Journals in their groups. Students should take turns discussing what they wrote down. They should also make sure to ask each other any questions they had about Act I. When they are finished they should answer 3 on the Exit Slip.

• Next have students get into mixed groups with at least one representative from each perspective (Shakespeare, Audience, and Characters as assigned) and discuss Act I from different perspectives. Have students share their 3 insights on the Exit Slip. They should also continue to clarify any confusion they have over Act I. When they are finished discussing, they should answer 2 on the Exit Slip.

• Have students write down one question they still have or one insight they have gained into Romeo and Juliet on their Exit Slips.

• Now discuss Act I as an entire class. First of all, address any questions or misunderstandings from students’ Exit Slips. Then discuss Side One of the Triple Entry Journal. Make sure students have a good understanding of the plot and main characters of Romeo and Juliet.

• Finally, have students complete the Blastoff! section of the Exit Slip. This will show you how well they understand the effect of personality on perspectives.

• Note: Make sure to take the time needed to support your students’ understanding of Romeo and Juliet. You want to make sure that they have a solid grasp of Act I before moving on. If you want to check for individual students’ understanding, you can give them the assessment provided in Appendix C over Act I. Assessing after every Act will provide you with the data you need to support your students’ understanding of the play and differentiate your instruction, as well as provide students with accountability for reading the play and working at understanding it. The discussion and assessment over Act I will take more than just one day.

VIII. HOMEWORK

• Complete 3, 2, 1, Blastoff! Exit Slip if not finished in class • Continue reading Romeo and Juliet: Act II



• Students who are interested in psychology might want to explore the Big Five factors of personality. One website to start with is http://pages.uoregon.edu/sanjay/bigfive.html.


http://pages.uoregon.edu/sanjay/bigfive.html

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They could also take a Five-Factor personality test at http://www.outofservice.com/bigfive/. This test allow students to evaluate both themselves and someone they are close to and make a comparison.


• 9:6.1 Handout- 3, 2, 1, Blastoff! Exit Slip

XI. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS • Students can be grouped according to their perspectives (Shakespeare, Audience,

Characters), which will allow the instructor to support the discussion at varying levels. For example, the Shakespeare group can focus on author’s purpose and the nuances of Romeo and Juliet, while the Audience group can spend more time discussing the plot and character traits. This will allow students to work with the text at the level that best meets their needs.

• Mrs. Sperry’s channel on YouTube provides a detailed summary of all of the scenes of Romeo and Juliet. These summaries can help students who are struggling to understand what is happening in specific scenes. Make sure to preview these episodes, as several scenes are too explicit for many high school audiences. https://www.youtube.com/watch?v=iDYd7n9FABw

• LibriVox offers several recordings of Romeo and Juliet that can help support auditory learners. Students can read the text themselves along with the reader, which could help support their understanding of the play: https://librivox.org/search?q=Romeo%20and%20Juliet&search_form=advanced#

http://www.outofservice.com/bigfive/

http://www.youtube.com/watch?v=iDYd7n9FABw

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9:6.1 Handout Name: ________________________________________


3 2 1

Blastoff!

List 3 things ways that you see the personality of your assigned character affecting his or her perspective in Act 1.

List 2 things you learned about personality affecting perspective from your group’s discussion.

Write 1 question or insight you have about Romeo and Juliet.

Answer the following in 3-5 sentences: How does personality influence perspective? Provide one example from Romeo and Juliet.

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LESSON 7: PERSONALITY SHAPES PERSPECTIVE


“For what you see and hear depends a good deal on where you are standing: it also depends on what sort of person you are.”

-- C.S. Lewis

Students read and share articles of interest about personality, analyze their own personalities using a Johari Window, and design a mask that shows how perspective influences the way they see themselves and how others see them.


• Identify, share, connect, and synthesize key points of texts • Gain insight into own personalities through self-analysis and discussion with others • Communicate personality traits with others using words and symbols


• 9-10.RN.1, RN.2.1, RN.2.3, RN.3.2, RN3.3, RN.4.1 • 9-10.RV.2.1 • 9-10.W.3.2, W.6.1b, W.6.1e • 9-10.SL.2.1, SL.2.2, SL.2.5, SL.4.3 • 11-12.RN.2.2


• Two 45-minute class periods • Day One- Jigsaw four personality articles to identify, share, connect, and

synthesize information; explain Johari Window instructions (this could take two days if students spend a lot of time on the articles).

• Day Two- Explain Johari Window analysis and mask instructions and work time (extra time could be given to work on the mask or present the masks to the class).

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• Individual, pairs, and small groups for personality articles • Individual Johari Window and masks


• Links to articles on personality from Psychology Today (found in the lesson) https://www.psychologytoday.com/basics/personality 1. “Metaperceptions”

https://www.psychologytoday.com/articles/200505/metaperceptions-how-do- you-see-yourself

2. “Altered Ego” https://www.psychologytoday.com/articles/200611/altered-ego 3. “You 2.0” https://www.psychologytoday.com/articles/200611/you-20 4. “The Power to Be Me” https://www.psychologytoday.com/blog/under-the-

influence/201201/the-power-be-me • 9:7.1 Handout- Paul’s Reasoning Model • 9:7.2 Handout- Personality Jigsaw Graphic Organizer • 9:7.3 Handout- Johari Window • 9:7.4 Handout- Mask Instructions • White paper • Colored pencils, crayons, markers, etc.


Day One • Using the four articles mentioned above (or finding four on personality of your own),

assign one article to each student to read. (Note: Articles are listed from most to least challenging, so make sure to assign accordingly). As they are reading their articles, tell them to complete Paul’s Reasoning Model over their article. Note: This could take more class time than expected, so you could assign the articles the day before for students to read so that you are ready for the Jigsaw today if you are short on time.

• Then have students partner with someone who has the same article they do and look for 5 “takeaways” that stand out to them from their reading and write it in their first box. Note: “takeaways” can be interesting facts, connections, opinions that challenge their thinking, etc. Then have students write a six-word summary of their article.

• Students should then partner with someone else who has the same article that they do. They should share the information from their own Paul’s Reasoning Models and six word summaries (box 1) and respond to the following prompt: Write a SEES paragraph that captures the author’s perspectives on personality. (Remember, SEES stands for Statement, Explanation, Evidence from text, So What?)

• Next, have students partner with someone who has a different article than they do. Students should share their SEES paragraph and Box 1; their partners should write down any interesting or new information shared. They should then write down a six- word sentence that synthesizes the main points of both articles.

http://www.psychologytoday.com/basics/personality

http://www.psychologytoday.com/articles/200505/metaperceptions-how-do-

http://www.psychologytoday.com/articles/200611/altered-ego

http://www.psychologytoday.com/articles/200611/you-20

http://www.psychologytoday.com/blog/under-the-

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• Finally, students should form groups of four so that all four articles are represented. They should read their paragraphs to each other and determine the following for their 3, 2, 1, Blastoff! Exit Slip: What are three new things you learned, two questions you now have, and one idea that challenges your thinking? How do you think your personality shapes your perspective?

• Explain the Johari Window handout to students. Before students begin, make sure to remind them that this is a serious exercise in which they need to be their best selves. Teenage students are not always kind, and while the words provided are positive ones, it is important to ensure that this activity is taken seriously and done kindly. Students should circle six words they think best describe them on the first page of 9:6.2 Handout. Explain that these words provide insight into how they see themselves and act as a mirror. They should then cut apart the second page and give the tables to four other people (this will need to be done throughout the day, not in class) so that they can select the six words that best describe the student. These words show how others see them as through a window. Students will use this information to create their Johari Windows tomorrow.

• Note: This lesson can be modified to include a guest speaker. You can invite a psychologist or mental health counselor to discuss personality and help facilitate the personality assessment. This could be done instead of analyzing the articles or you could add an extra day for the guest speaker.

Day Two • Help students organize all of the information from their Johari Window tables that they

had people complete for them yesterday. Explain to them how to fill out each box (Open Area: Words both you and others selected; Blind Area: Words you didn’t select and others selected; Hidden Area: Words you selected and others didn’t; Unknown Area: Words you didn’t select and others didn’t select).

• When students are finished have them reflect on the following: What did you learn about yourself? What did you already know? What surprised you the most? Why? Assure students that you will keep their personal reflections confidential. They may choose to share them with others, but that will be their choice.

• Finally, have students complete the 9:7.3 Handout and create a personal mask. It is very important that the mask be saved because it will be revised in Lesson 20 to create multi-genre narrative.

VIII. HOMEWORK

• Complete Johari Window (Day One) • Complete Mask (Day Two) • Continue reading Romeo and Juliet: Act II




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• Students who are interested in psychology might want to do more research into the history of the Johari Window or their own personality. (They will do a Myers-Briggs Personality Test later in the unit.)


• 9:7.1 Handout- Paul’s Reasoning Model • 9:7.2 Handout- Personality Jigsaw Graphic Organizer • 9:7.3 Handout- Johari Window • 9:7.4 Handout- Mask Instructions


• When assigning articles, make one article a teacher-supported group. This way more typical students can work through Paul’s Reasoning Model over the article with the instructor.

• Use the work time on the second day to meet with students who need additional support in understanding Paul’s Reasoning Model or how to complete the Johari Window. This time could also be used to provide additional support on Romeo and Juliet or writing mini-lessons.

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9:7.1 Handout

May 2017

Paul’s Reasoning Model

Title: ___________________________________________________ Author: __________________________________________

Purpose/Goal: What was the author’s goal in writing this article? Do you think he/she meets this goal? Why or why not?

Points of View: What biases do you find in the points of view provided in your article?

Evidence/Data: What data or other pieces of evidence does the author provide? How do you know these are reliable?

Concepts/Ideas: What are some of the larger concepts and ideas about personality the article covers?

Issue/Problem: What is the root issue this article is addressing?

Assumptions: What assumptions do you, as the reader, make about this article?

Inferences: What inferences can you draw from the evidence presented in this article?

Implications/Consequences: What does the author see as implications about personality of this article?


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9:7.2 Handout

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Personality Jigsaw Graphic Organizer

1. Top 5 Takeways and Six-Word Summary 2. SEES paragraph that captures the author’s perspective on personality. (Use back of paper for more space.)

3. New Information and Six-Word Summary 3

New things I learned

2

Questions I now have

1

Challenge to my thinking Blastoff!

How does my personality impact my perspective?


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9:7.3 Handout

May 2017

Johari Window

Directions: Your Johari Window should include your own selections as well as input from 4 other people (at least 1 adult, 1 family member, and 1 friend).

I. Circle the 6 words that you feel best describe you. II. Give the extra papers to 3-6 other people who know you well and have them circle 6 words

that best describe you. III. Complete the table below by putting each word in the category it belongs.

Open Area- the things that you know about yourself and others also know about you: your behavior, knowledge, attitude, skills, and “public” history Hidden Area- the things you know about yourself but others don’t know because you keep them hidden Blind Area- the things about you that other people know but you aren’t aware of: information you don’t know, weaknesses, etc. Unknown Area- these are things that you don’t know about yourself and others don’t either

Open Area: Words both you and others selected Blind Area: Words you didn’t select and others selected

Hidden Area: Words you selected and others didn’t Unknown Area: Words you didn’t select and others didn’t select

Name: Circle 6 words that you feel best describe you.

able accepting adaptable bold brave calm caring cheerful clever complex

confident dependable dignified energetic extroverted friendly giving happy helpful idealistic

independent ingenious intelligent introverted kind knowledgeable logical loving mature modest

nervous observant organized patient powerful proud quiet reflective relaxed religious

responsive searching self-assertive self-conscious sensible sentimental shy silly spontaneous sympathetic

tense trustworthy warm wise witty


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Your Name: Circle 6 words that you feel best describe .




























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9:7.4 Handout

My Mask “You might as well be yourself, everyone else is taken.”

1. After you complete your Johari Window, complete the following table:

-Oscar Wilde

Traits I Use to Describe Myself Traits Others Use to Describe Me 1 1 2 2 3 3 4 4 5 5

2. Think of a symbol that you would use to describe yourself. Use this symbol for the shape of your mask. On the outside of your mask, use words, pictures, and symbols to show how others view you. On the inside of your mask, use words, pictures, and symbols to show how you view yourself.

3. Write a SEES reflective paragraph that answers the following question: How does perspective influence the way you see yourself as well as how others see you? You should incorporate evidence from your personality article as well as what you learned from your Johari Window.

Rubric

Criteria Exceeds Expectations 3 Points

Meets Expectations 2 Points


Response Quality (x2) Critical or creative thinking is clearly shown by a detailed personal response that fully addresses the prompt

Reflection is complete and demonstrates enough thinking to show an understanding of the Johari Window

Reflection is incomplete; lacks textual or personal evidence; response does not show critical or creative thinking

Genre Criteria (x1) Mask shows/tells at least 8 personality aspects, is creatively and neatly done, integrates multiple words, pictures, symbols, colors

Mask shows/tells at least 5 personality aspects, is neatly done, includes multiple words, pictures, symbols, colors

Mask shows/tells less than 5 personality aspects, is not neatly done, does not include multiple words, pictures, symbols, colors





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Student Examples of Front of Mask

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LESSON 8: PERSPECTIVE POEM


“Your life is a print-out of your thoughts.” -- Steve Maraboli

Students write an analogy poem that shows their personality from one perspective.


OBJECTIVE • To analyze the language, meaning, and

theme of a poem • To create an analogy based on an aspect of

personality • To write a poem using two poetic devices


• 9-10.RL.1, RL.2.1 • 9-10.RV.3.1, RV.3.3 • 9-10.W.1, W.2, W.2.3, W.3.3, W.6.1, W.6.2b • 9-10.SL.2.1, SL.2.2 • 11-12.RL.3.1


• Two 45-minute class periods • Analyze “I Wandered Lonely as a Cloud” and take personality survey • Brainstorm for and write analogy poem (additional time can be used if more

time needs to be spent on poetic devices or punctuating poetry)


• Think-pair-share for poem analysis • Individual for analogy and poem writing


• “I Wandered Lonely as a Cloud”- Wordsworth http://self.gutenberg.org/wplbn0002951886-i-wandered-lonely-as-a-cloud-by- wordsworth-william.aspx?

http://self.gutenberg.org/wplbn0002951886-i-wandered-lonely-as-a-cloud-by-

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• 9:8.1 Handout- Poem Analysis • 9:8.2 Handout- Analogy Brainstorming Web • 9:8.3 Handout- Concrete Nouns • 9:8.4 Handout- Written Response Rubric: Analogy Poem • Colored Pencils • Paper • Computer Access for Personality Tests

• Myers & Briggs Personality Test : http://www.humanmetrics.com/cgi- win/JTypes1.htm

• Explanation of Personality Type: http://www.typelogic.com/


Day One

• Hand out the poem “I Wandered Lonely as a Cloud” and have students work on the Poem Analysis handout. If students are comfortable with poetry, they might not need much instruction; however, if analyzing poetry seems new to the majority, they can be taken through the steps of analysis as a class (just don’t discuss what they think as you go—explain the process only and save content discussion for later). You can also listen to the poem using the audio link on Poetry Foundation (https://www.poetryfoundation.org/poems-and-poets/poems/detail/45521) and discuss how listening to the poem helps with the analysis.

• After students complete the Poem Analysis on their own, have them discuss their thoughts with a partner. Give them a colored pencil to record any new thoughts they get from their partners on their Poem Analysis sheet. This will allow both you and them to see how their original thinking compares to their thinking after discussing with their partner.

• If time permits, repeat the process as a whole group. Give students a new color of pencil and have them record any thoughts they find interesting from the group discussion.

• Have students take the Myers & Briggs Personality Assessment and write down 10-15 interesting qualities about their personality. Note: This personality assessment takes time to complete. If students cannot finish this part in class or as homework, more time will need to be given on the next day before starting that day’s activities.

Day Two

• Practice simple metaphors as a way of warming up by cutting apart the concrete nouns in 9:8.3 Handout and randomly selecting two concrete nouns. Then ask students to relate them together: [Something] is like [something] because… Go through several of these to get everyone thinking metaphorically. (For example: A rhinoceros is like a rocket because both blast off full speed but run out of fuel quickly; Traffic is like an acrobat because both require a lot of flexibility, daring, speed, and practice to survive.)

http://www.humanmetrics.com/cgi-

http://www.typelogic.com/

http://www.poetryfoundation.org/poems-and-poets/poems/detail/45521)

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• Have students divide a paper into sixths. Tell them to write their six most interesting qualities about their personality at the top each section (one per section). Then have students brainstorm 5-10 concrete nouns that the trait reminds them of one category at a time.

• Then have students write metaphors for 2-3 of their favorite combinations. My [personality trait] is like [concrete noun] because… (My quietness is like a breeze because it refreshes a heated conversation; My spunk is like a firework because it lights up the sky and can be seen for miles.)

• Next students should get into groups of 3-4, share their metaphors and get feedback from others on possible revisions. Consider class dynamics to determine whether groups are assigned or self selected.

• Students should then complete the Analogy Brainstorming Web handout. • Finally, students should use the ideas in their web to write a poem about their personality

based on Wordsworth’s work. Help them write their titles modeled after Wordsworth’s title before they start their poem: I [Verb] [Adverb] as a [Concrete Noun]. Note: Make sure that they have access to the rubric before writing the poem. (I Whisper Quietly as a Breeze; I Shoot Up Brightly as a Firework.) It is very important that the poem be saved in students’ portfolios because it will be revised in Lesson 20 to create multi-genre narrative.

VIII. HOMEWORK

• Complete work not finished in class as needed • Continue reading Romeo and Juliet: Act II



• Students can write different poems for various aspects of their personalities by going back to the Attribute Chart and selecting new ideas to brainstorm and write.


• 9:8.1 Handout- Poem Analysis • 9:8.2 Handout- Analogy Brainstorming Web • 9:8.3 Handout- Concrete Nouns • 9:8.4 Handout- Written Response Rubric: Analogy Poem


• Tell students about Libravox recordings (libravox.org) as they may want to download

various public domain works and listen to recordings on their phones or other devices. • Some students might need additional help with their analogies. You might need to

support them further in a workshop setting while other students are working on their


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poems. You can also modify the assignment by having them create an analogy haiku or concrete poem rather than a longer poem. Both types of poetry will allow students to think metaphorically without the additional requirements of using poetic devices. The rubric should be modified accordingly.

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I Wandered Lonely as a Cloud By William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills, When all at once I saw a crowd,

A host, of golden daffodils; Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way, They stretched in never-ending line

Along the margin of a bay: Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The waves beside them danced; but they

Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company:

I gazed—and gazed—but little thought What wealth the show to me had brought:

For oft, when on my couch I lie In vacant or in pensive mood,

They flash upon that inward eye Which is the bliss of solitude;

And then my heart with pleasure fills, And dances with the daffodils.

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Handout 9:8.1

Poem Analysis


Paraphrase: Read the poem and put it in your own words.



Theme: What is the poet trying to convey through the poem? What is the poem’s message?




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Handout 9:8.2

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Analogy Brainstorming Web

Imagery: Smell, taste, look, feel, sound

Emotion: What feelings are associated?

Concrete Noun:

Setting: What surrounds the noun? Related Words: What are other descriptive words?


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9:8.3 Handout

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Concrete Noun List

Flower Crocodile Traffic Scar Rocket

Fog Cartoon Klutz Trumpet Skateboard

Mountain Skeleton Elbow Rhinoceros Pimple

Skunk Mummy Comedian Laboratory Piano

Glasses Dump Wagon Alien Magician

Pumpkin Seal Acrobat Ghost Faucet


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9:8.4 Handout

Written Response Rubric: Analogy Poem





Critical or creative thinking is clearly shown by using textual reference or detailed personal response that fully addresses the prompt



Genre Criteria (x1) Analogy clear throughout the entire poem; title clearly modeled after Wordsworth; a minimum of two poetic devices are used well

Analogy is mostly clear throughout the poem; title attempted after Wordsworth; a minimum of two poetic devices are attempted, one is used well

Analogy is unclear or confusing; title not modeled after Wordsworth; poetic devices are not attempted or not used correctly






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Student Examples: Analogy Poems

I Remained Empty as an Abyss

I remained empty as an abyss, Going through the motions, with placid eyes;

As if the world had no meaning, the skies had no color, the sun,

had no shine.

The immeasurable space engulfed my consciousness, taking away the pain, happiness, fear, and excitement,

though I am intrigued by this; The mysterious hole leaves me with emptiness,

and fills me again, but with new.

The chasm creates new from the old that is lost.

Though this does not sadden me, for the old did not fill me with pleasure,

or make me dance like the freshly lit flame of a candle. The old was a burden I was to pull behind me,

as I clawed my way out of the void I have fallen into.

I am Sharpened like a Sword

I am sharpened like a sword, With every brilliant carful stroke of the whetstone and file;

Becoming increasingly more cunning, sharp and adored. But forged with fiery flames in its own unique style, To show how elegant and special it could really be,

And only with sharp observance can the exquisite details you see.

I Observed Patiently as a Predator

I observed patiently as a predator, scanning the area like a scout.

The prey, not knowing of their unwanted visitor, doesn't see me on my stakeout. All I look for any nerve twitch,

any muscle move, any stir in it’s step, and in a flash he is gone, justice is served.

This was not a battle, not a brawl, Just a hunter and his prey,

with close observation the hunted will never run away.

I observed quietly as a moon

I observed quietly as a moon

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Watching as the days go by,

The stars twinkling with laughter, The sun shining with joy.

I’m standing here looking,

While others talk about the past While they also wonder why,

I never join the task.

They think of me as quiet, Just like a bird

But I like to think of it as, Being careful with my words.

I Waded Deep as the Sea

I waded deep as the sea

seeing all the colors swarming around me. The vibrant rays shining of sunlight

who seem to shine even through the dark of night. Like the emotions that always surface inside me,

that sometimes can feel like a cage but yet set me free.

There are some jellyfish looking majestic as can be, drifting carelessly around me and free.

Behind the mask of calmness you see with your eyes, there’s always something electric that seems to come alive.

Make them feel threatened and you’ll feel their sting, that will remind you not to make their bell ring.

With the jellies come the minnows

who seem to have come in billows and billows. Always staying near to the ones they love,

they appear as one like a sheet from above. They shine bright even through their fear;

even with how small they could seem should a predator come near.

Hiding in the sand are the creatures unseen, with hidden talents no one else can even see.

With gifts so incredible some might ask, “What’s the point?” but they do things for the world around them and never disappoint.

With bigger dreams they plot alone, and work towards them in their secrecy without a moan.

As I surface from the place beneath the surface of blue;

new things have been realized I never before knew. Holding to the symbolism those creatures hold,

never more do I need to wait and see how things will unfold. Knowing the deepness and the things yet to be explored, no longer will my hands hesitate on the knob of the door.

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LESSON 9: ROMEO AND JULIET: ACT II


“It is a narrow mind which cannot look at a subject from various points of view.”

-- George Elliot

Students discuss how other people influence Romeo and Juliet’s perspectives and decisions.


OBJECTIVE • To better understand the conflict in Romeo and Juliet • To work together to come to a shared understanding of a text • To identify the elements of a sonnet


• 9-10.RL.1, RL.2.1, RL.2.3, RL.2.4, RL.3.1, RL.3.2 • 9-10.RV.2.4, RV.2.5, RV.3.1 • 9-10.W.6.1e • 9-10.SL.2.1, SL.2.2, SL.2.4 • 11-12.RV.3.1




• Small groups for Triple Entry Journal discussion (side two) • Whole class for Triple Entry Journal discussion (side one)


• Romeo and Juliet: Act II http://www.gutenberg.org/files/47960/47960-h/47960-h.htm • 9:9.1 Handout- 3, 2, 1, Blastoff! Exit Slip



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• Post the following quote on the board: “It is a narrow mind which cannot look at a subject

from various points of view.” ― George Eliot. Explain that people can influence the perspectives of each other by providing different points of view. Tell students that today’s discussions are going to focus on the relationships between the characters in Romeo and Juliet and determining how these relationships cause conflict and affect the perspectives of Romeo and Juliet.

• Pass out 9:9.1- 3, 2, 1, Blastoff! Exit Slip. • Tell students to get into groups with the same people who had their perspective on the

Triple Entry Journals (Shakespeare, Audience, Characters as assigned). Once in their groups, have students discuss Side Two of their Journals in their groups. Students should take turns discussing what they wrote down. They should also make sure to ask each other any questions they had about Act II. When they are finished they should answer 3 on the Exit Slip.

• Next have students get into mixed groups and discuss Act II from different perspectives. Have students share their 3 insights on the Exit Slip. They should also continue to clarify any confusion they have over Act II. When they are finished discussing, they should answer 2 on the Exit Slip.


• Now discuss Act II as an entire class. First of all, address any questions or misunderstandings from students’ Exit Slips. Then discuss Side One of the Triple Entry Journal. Make sure students have a good understanding of the elements of a sonnet, parallelism, and conflict. This can be done by analyzing a sonnet together as a class.

• Finally, have students complete the Blastoff! section of the Exit Slip. This will show you how well they understand the effect of multiple perspectives (in this case, conflict).

• Note: Make sure to take the time needed to support your students’ understanding of Romeo and Juliet. You want to make sure that they have a solid grasp of Act II before moving on. If you want to check for individual students’ understanding, you can give them the assessment provided in Appendix C over Act II. Assessing after every Act will provide you with the data you need to support your students’ understanding of the play and differentiate your instruction, as well as provide students with accountability for reading the play and working at understanding it. The discussion and assessment over Act II will take more than just one day.

VIII. HOMEWORK

• Complete 3, 2, 1, Blastoff! Exit Slip if not finished in class • Continue reading Romeo and Juliet: Act III




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9:9.1 Handout

3 2 1


Blastoff!

List 3 ways that your assigned character affected the perspective of someone else OR had his/her perspective affected by someone else.

List 2 conflicts in the play that happen because of a difference in perspective between the characters.


Answer the following in 3-5 sentences: How can a difference in perspective EITHER lead to a better understanding of a situation OR cause conflict? Provide one example from Romeo and Juliet.

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LESSON 10: PEOPLE SHAPE PERSPECTIVE


“We never know which lives we influence, or when, or why.”

– Stephen King

Students use attribute listing to differentiate how people influence each other’s perspectives and then draft a written and visual “self-portrait” that reflect how others have affected them.


OBJECTIVE

• To differentiate how perspective is influenced by other people

• To support differentiation with textual and personal examples

• To express how someone else has influenced their perspective through drafting a sonnet and creating a photo


• 9-10.RL.2.1, RL.2.3 • 9-10.RN.1, RN.2.1, RN.2.2, RN.2.3, RN.3.2 • 9-10.RV.2.2, RV.3.1 • 9-10.W.3.3, W.6.1C • 9-10.SL.2.5 • 11-12.RN.2.3


Two 45-minute class periods

• Day One- Attribute listing, reading “Three Questions” and adding qualities to the list, reading “Choice” and adding qualities to the list

• Day Two- Drafting a sonnet and creating a photo (additional time can be given to work on the sonnet and photo in class)


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• Think, pair, share for attribute listing • Full class to discuss “Three Questions” • Individual for “Choice”, sonnet, and photos


• “Three Questions”- Tolstoy http://www.gutenberg.org/files/6157/6157-h/6157-

h.htm#link2H_4_0014

• “Choice: A Tribute to Martin Luther King, Jr.”- Walker https://www.fsd1.org/schools/williams/tmack/Documents/ChoiceTEXT.pdf

• 9:10.1 Handout- Shakespearean Sonnet Instructions and Template • 9:10.2 Handout- Photo Instructions and Example • 9:10.3 Handout- Self-Portrait- Sonnet and Photo Template • 9:10.4 Handout- Written Response Rubric- Sonnet and ½ & ½ Photo • Paper • Photographs (digital or print)—students bring from home • Computer access to create Sonnet and ½ & ½ Photo


Day One

• Attribute listing: Give all students a piece of paper and have them brainstorm all of the ways that other people can influence someone else’s perspective. Then have students pair up and circle what they consider the six most influential ways others affect their perspective. Have pairs write their six ways on a white board or chart paper and as a class determine the six best categories. Then have students fold their original brainstorming paper into six sections and on the back of the paper write one attribute per section (from the class’s top six).

• Allow students to read “Three Questions” on their own or with a partner. While reading the short story, have students add ways that the emperor was influenced by others to their attribute chart. When everyone has finished reading, share out how the emperor’s perspective was changed throughout the story.

• Next, have students read “Choice” on their own or with a partner. While reading the essay, have students add ideas to their chart based on how Walker was affected by Martin Luther King, Jr.

• Tell students to complete their attribute chart by adding personal examples of how they have been affected by someone.

• Tell students they need to think of someone who has been especially influential in their lives and bring in either a digital or printed headshot of that person and themselves for tomorrow. (It might help to show them the example from 9:9.2 Handout so that they know what kind of photograph to take/bring). Note: If students cannot take a photo themselves,

http://www.gutenberg.org/files/6157/6157-h/6157-

http://www.fsd1.org/schools/williams/tmack/Documents/ChoiceTEXT.pdf


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take one for them and print it at school. They can also find a picture of an influential person they want to write about online and you can print that photo. If neither of these options work, students can choose to draw half-and-half photos or draw different illustrations for their sonnets.

Day Two

• Tell students to work with a partner to check their attribute lists and add any ideas they find

to their own charts. Then discuss how other people shape our perspective as a class, as well as the two pieces that were read.

• Introduce 9:10.1, the sonnet and photograph “self portrait.” Answer any questions that students might have and give them the rest of the time to work. It is very important that the sonnet and photo be saved because they will be revised in Lesson 20 to create multi-genre narrative.

VIII. HOMEWORK

• Day One:

• Finish reading “Choice” and adding examples and personal examples to attribute list • Identify someone who has influenced you and take or find a head shot them

• Day Two: finish first draft of sonnet and photograph • Continue reading Romeo and Juliet: Act III http://www.gutenberg.org/files/47960/47960-

h/47960-h.htm


• Students interested in the Civil Rights Movement might want to do more research on other people who were influenced by Martin Luther King, Jr. Additionally, students interested in Alice Walker might want to listen to her address at the Santa Cruise Auditorium in 2002 (https://archive.org/details/AncientMedicineTodayTributeToMartinLutherKingJr.ByAlice Walker- 3:15 minute +)


• 9:10.1 Handout- Shakespearean Sonnet Instructions and Template • 9:10.2 Handout- Photo Instructions and Example • 9:10.3 Handout- Self-Portrait- Sonnet and Photo Template • 9:10.4 Handout- Written Response Rubric- Sonnet and ½ & ½ Photo


• Students who need additional support could be in a teacher-directed group. This group could read both pieces together and work through the handouts together. This will allow students the support they need to access the works in a way that best meets their needs.



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May 2017

• The student work-time can be used for teachers to support students who need additional help writing their sonnets. Many students could benefit from workshops or teacher conferences while writing their sonnets. It could be helpful to check in with students after each quatrain to make sure that they are on the right track. Students could also need help with punctuating poetry. A great resource can be found on Read Write Think: http://www.readwritethink.org/classroom-resources/lesson-plans/passion-punctuation- 30809.html

• Students who work at a faster pace can listen to the Alice Walker speech provided in Interdisciplinary Connections or Enrichment Possibilities.

http://www.readwritethink.org/classroom-resources/lesson-plans/passion-punctuation-


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9:10.1 Handout

May 2017

Shakespearean Sonnet Instructions and Template

Name:

Directions: Write a Shakespearean Sonnet that has the theme of answering the questions “Who has shaped your perspective?” and “How have they influenced your thinking?” Make sure that your sonnet is written in a very specific rhyme pattern in iambic pentameter (10 syllables per line). Use this table to help you by following the ABAB pattern (A rhymes with A, B rhymes with B, etc.) and by putting one syllable per box.

Title:

A

B

A

B

C

D

C

D

E

F

E

F

G

G


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9:10.2 Handout

May 2017

½ & ½ Photo Instructions and Example

There are many ways to merge your pictures together. However, if you are looking for specific instructions, here is one way:

Prepare Your Photos (iPhoto)

1. Get both pictures to your desktop 2. Open iPhoto 3. Import photos 4. Select and edit photo 5. Crop (constrain as 8x10 Portrait) 6. Repeat for second photo 7. Adjust pictures so they are the same size 8. Rename photos- Identity 1 and Identity 2

Merge Your Photos (PowerPoint/KeyNote/Google Slides or Word/Pages/Google Doc)

1. Move both pictures (Identity 1 and Identity 2) into a platform listed above 2. Format Identity 1 so that it is “behind text” 3. Crop Identity 2 so that you only see half of the face 4. Move Identity 2 on top of Identity 1 photo 5. Screen shot your final picture in a 8x10 size

Photo Example


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9:10.3 Handout

May 2017

Self Portrait Sonnet and Photo Examples


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9:10.4 Handout

May 2017

Written Response Rubric: Sonnet and ½ & ½ Photo





Critical or creative thinking is clearly shown by detailed personal response that fully addresses the prompt



Genre Criteria (x1) Shakespearean Format used correctly (iambic pentameter, abab rhyme pattern, 14 lines); parallelism used correctly one time; ½ & ½ photo matched well; sonnet and photo put neatly onto one page

Shakespearean Format used mostly correctly (iambic pentameter, abab rhyme pattern, 14 lines); parallelism attempted; ½ & ½ photo matched fairly well; sonnet and photo put onto one page

Shakespearean Format not used correctly (iambic pentameter, abab rhyme pattern, 14 lines); parallelism not used; ½ & ½ photo not matched well; sonnet and photo not put onto one page


Correct grammar, spelling, mechanics, and English usage; sonnet includes mostly correct punctuation

1-2 errors that do not interfere with meaning or flow of the writing; sonnet uses some correct punctuation

More than 2 errors or significant errors that interfere with meaning or flow of the writing; sonnet does not attempt much punctuation


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LESSON 11: CULTURE SHAPES PERSPECTIVE


“We begin to learn wisely when we're willing to see the world from other people's perspective.”

-- Toba Beta

Students engage in a cultural simulation in order to better understand the effect of culture on their assumptions.


OBJECTIVE • To understand the effect of culture on perspective • To respect others’ perspectives • To use a maxim from a poem that expresses an inclusive perspective to design a poster


• 9-10.RL.1, RL.2.2 • 9-10.RV.3.1 • 9-10.W.1, W.6.1 • 9-10.SL.3.2, SL.4.3 • 9-10.ML.1 • 11-12.ML.1




• Two large groups for simulation • Full class for TED Talk • Partners for poem analysis • Individual for maxim poster activity



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• “Weird or Just Different?” – Sivers

https://www.ted.com/talks/derek_sivers_weird_or_just_different?language=en • “Human Family”-- Angelou http://www.poemhunter.com/poem/human-family/ • 9:11.1 Handout- Culture Group Rules • 9:11.2 Handout- 3, 2, 1 Blastoff! Exit Slip • 9:11.3 Handout- Poetry Analysis • 9:11.4 Handout- Written Response Instructions and Rubric: Maxim Poster • Paper clips of various sizes (binder clips, large paper clips, small paper clips) • Paper • Markers, colored pencils, crayons • Books of poetry or access to a computer (so students can find their own poems)


• Cultural Simulation- The overall take away from today for students is that culture is neither right nor wrong; it is just different. Students will begin by playing a simulation game. First of all, give each student some paper clips of various sizes (e.g., 1-2 binder clips; 3-6 large paper clips; and 5-10 small paper clips) and divide students into two groups. Put one group of students in the hall or somewhere they cannot be seen or heard and have them look over and discuss their culture’s expectations (9:11.1—cut handouts in half and give students just their group’s instructions). Next bring the groups back together to interact with one another for 3-5 minutes. They must follow all of their culture’s rules without telling the rules to the other group. Students should find it frustrating to trade with someone of a different culture and stick with their own groups.

• Next talk about their experience and why they are trading with certain people more than others—have students get back into their original groups and think about how they can modify their own behavior so that they can interact with the other group. They should modify the rules on their papers to make them better able to trade with more people. Bring students back together and have them trade again. After another 3-5 minutes stop and discuss the following questions:

• How did the other culture appear to you when you were first interacting? • How did you feel that people from the other culture were treating you? • How did you adapt to the other culture? • How did the other culture adapt to you? • How did being aware of the other culture’s values impact your interactions? • Why is it important to recognize culture’s impact on perspective?

• Have students complete the first section of the 3, 2, 1, Blastoff! Exit Slip. • Next, watch the Derek Siver’s TED Talk. Tell students to write down two ideas that stand

out to them on their Exit Slips while they are watching the talk. After the TED Talk, discuss what students learned as a class. Go back to the last question above: Why is it important to recognize culture’s impact on perspective?

http://www.ted.com/talks/derek_sivers_weird_or_just_different?language=en

http://www.poemhunter.com/poem/human-family/

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• Have students work with a partner to analyze Maya Angelou’s poem “Human Family” using the Poem Analysis Handout. Then discuss the poem as a class using the analysis form to guide your discussion.

• Have students write one quote that speaks to them from Angelou’s poem on their Exit Slips. Then give students time to reflect by answering the Blastoff! question. (This can be done now or at the very end of class, depending on how time is going. Collect the Exit Slips before class is over.)

• Explain the instructions for the Maxim Poster using the 9:10.4 Handout. Give students time to work on finding their maxims. If having the poem options is too overwhelming or time consuming for students, then you can narrow it down to have students select lines from just Maya Angelou poems. It is very important that the Maxim Poster be saved as part of the students’ portfolios because it will be revised in Lesson 20 to create multi- genre narrative.

• Note: This lesson can be modified to include a guest speaker. You can invite a speaker who has experience with different cultures (e.g., someone who is from a different culture than the majority of your students, someone who has a lot of experience living in a different culture, a sociology professor from a local university). This could be done instead of the cultural simulation and poem analysis or you could add an extra day for the guest speaker.

VIII. HOMEWORK

• Complete Maxim Poster • Continue reading Romeo and Juliet: Act III



• Students who are interested in different cultures can choose to research a culture of their choice. Students can share what they learn with the class.

• Students who are interested in how culture shapes perspective can watch Keith Chen’s TED Talk that discusses the effects of the structure of our language on the way we think about money. https://www.ted.com/talks/keith_chen_could_your_language_affect_your_ability_to_sav e_money?language=en


• 9:11.1 Handout- Culture Group Rules • 9:11.2 Handout- 3, 2, 1 Blastoff! Exit Slip • 9:11.3 Handout- Poetry Analysis • 9:11.4 Handout- Written Response Instructions and Rubric: Maxim Poster


http://www.ted.com/talks/keith_chen_could_your_language_affect_your_ability_to_sav


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XI. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS • Some students might benefit from working through the Poem Analysis of “Human

Family” in a teacher-supported group. • Offering a workshop to show students some examples of Maxims could help support

more typical students by providing them with an exemplar to model their own work after. The website Conscious Conversation has some good examples of posters made from poem lines. You can share some select examples with students: http://www.consciousconversation.guru/conscious-quotes/

http://www.consciousconversation.guru/conscious-quotes/


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9:11.1 Handout

Culture Group Rules (adapted from Bafa Bafa)

Watashi Menya

Hello!

Cultural Expectations: Cultural Expectations:

• You love to shake hands within your own culture by grasping someone’s left hand using both of your hands and politely asking them how they are doing; however, you know that you never shake the right hand of someone—that means they are angry with you.

Let’s Talk! • You talk to someone by standing very

close, using lots of nonverbal body language, and touching their hands, shoulders, and arms. If there is not a lot of enthusiasm in a conversation, it means that the other person doesn’t like you. Your favorite thing to talk about is your clips; in fact, you like them so much that you find it annoying to talk about anything else and will just move on if someone doesn’t share your passion for clips.

Wanna Trade? • You love clips—it’s all you ever talk

about (how many you have, what kind you have, who you traded with, etc.) All clips are the same to you—so immediately after saying hello, you ask for clips of any kind. It doesn’t matter to you if they are big or small, but you do have to admit the little ones are so cute that you do prefer them a little. However, you get your feelings hurt easily, so you only trade with someone who likes you.

Hello! • You prefer to say hello by simply

nodding your head; however, if a handshake is necessary, that is fine, but you will only use your right hand. Who would want to touch someone else’s left hand?

Let’s Talk! • You like to keep your distance when

talking with others. You try to stand back, don’t smile, and never touch. If someone tries to touch you, you feel insulted—it means they don’t respect your space… or you. You only like to talk about the weather; if someone talks about something else, you will always just bring it back to the weather.

Wanna Trade? • You love clips—but you never talk about

them (how many you have, what kind you have, who you traded with, etc.) because that is considered rude. You also have to talk about the weather for a while before you trade—that’s how you break the ice. Clips have different value to you. The bigger, the better. You expect to trade three small clips to just get the next bigger one. You are very proud, though, so you won’t trade with anyone who is disrespectful.


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9:10.2 Handout

3 2 1

3, 2, 1 Blastoff Exit Slip

Blastoff!

List 3 things you learned from the cultural simulation. Explain.

List 2 things you learned from Derek Sivers TED Talk. Explain.

Write 1 quote that from “Human Family” that especially stood out to you. Explain why.

Answer the following in 3-5 sentences: How does culture influence perspective?


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Handout 9:11.3

Poem Analysis





Theme: What is the poet trying to convey through the poem? What is the poem’s message?



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9:11.4 Handout

Maxim Poster

Directions: For this activity, you have two choices:

1. Find a poem that expresses an inclusive perspective. Select a line from that poem and design a poster using that line and citing the author. Your poem can be digital or print, but must include only original artwork/photographs. Finally write a SEES paragraph that explains how the poem shows an inclusive perspective and why you chose that poem.

OR 2. Write a poem that expresses an inclusive perspective. Select a line from that poem and

design a poster using that line and citing yourself as the author. Your poem can be digital or print but must include only original artwork/photographs. Because you wrote a poem, you do not have to write a SEES paragraph.

Written Response Rubric: Maxim Poster





Critical or creative thinking is clearly shown by using textual reference and/or detailed personal response that fully addresses the prompt



Genre Criteria (x1)

Selected quote clearly expresses an inclusive perspective; poster is design is engaging and neatly done

Selected quote expresses an inclusive perspective; poster is neatly done

Selected quote does not express an inclusive perspective; poster is sloppy

Grammar/ Mechanics (x1)




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LESSON 12: ROMEO AND JULIET: ACT III


“Most misunderstandings in the world could be avoided if people would simply take the time to ask, ‘What else could this mean?’”

— Shannon L. Alder

Students discuss how Romeo and Juliet’s society influenced their perspectives and decisions.


OBJECTIVE • To better understand the building conflict in Romeo and Juliet due to their society’s

expectations • To work together to come to a shared understanding of a text • To identify how dramatic irony adds to the tragedy of the play


• 9-10.RL.1, RL.2.3, RL.2.4, RL.3.1, RL.3.2 • 9-10.W.6.2 • 9-10.SL.2.1, SL.2.2 • 11-12.RL.3.1






• Romeo and Juliet: Act III http://www.gutenberg.org/files/47960/47960-h/47960-h.htm • 9:12.1 Handout- 3, 2, 1, Blastoff! Exit Slip



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• Post the following quote on the board: “Most misunderstandings in the world could be

avoided if people would simply take the time to ask, ‘What else could this mean?’” ― Shannon L. Alder. Explain that society often tries to tell us what our perspective on an issue should be, but that it is our job to think for ourselves and not believe what society says without question. Tell students that today’s discussions are going to focus on the societal pressures on Romeo and Juliet, their responses to those pressures, and how society has affected their perspectives.


Triple Entry Journals (Shakespeare, Audience, Characters as assigned). Once in their groups, have students discuss Side Two of their Journals in their groups. Students should take turns discussing what they wrote down. They should also make sure to ask each other any questions they had about Act III. When they are finished they should answer 3 on the Exit Slip.

• Next have students get into mixed groups and discuss Act III from different perspectives. Have students share their 3 insights on the Exit Slip. They should also continue to clarify any confusion they have over Act III. When they are finished discussing, they should answer 2 on the Exit Slip.


• Now discuss Act III as an entire class. First of all, address any questions or misunderstandings from students’ Exit Slips. Then discuss Side One of the Triple Entry Journal. Make sure students have a good understanding of the effects of society (as seen in specific characters) on Romeo and Juliet, tragedy, and dramatic irony.

• Finally, have students complete the Blastoff! section of the Exit Slip. This will show you how well they understand the effect of society on the perspectives of Romeo and Juliet.

• Note: Make sure to take the time needed to support your students’ understanding of Romeo and Juliet. You want to make sure that they have a solid grasp of Act III before moving on. If you want to check for individual students’ understanding, you can give them the assessment provided in Appendix C over Act III. Assessing after every Act will provide you with the data you need to support your students’ understanding of the play and differentiate your instruction, as well as provide students with accountability for reading the play and working at understanding it. The discussion and assessment over Act III will take more than just one day.

VIII. HOMEWORK

• Complete 3, 2, 1, Blastoff! Exit Slip if not finished in class • Continue reading Romeo and Juliet: Act IV




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158


9:12.1 Handout

3 2 1


Blastoff!

List 3 ways that society affected your character’s perspective.

List 2 conflicts in the play that happen because of a difference in perspective between characters and society expectations.


Answer the following in 3-5 sentences: Provide one example of a conflict that could have been avoided in Romeo and Juliet if the character would have considered “What else could it mean?”.

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LESSON 13: FAMILY FEUD


“Go wisely and slowly. Those who rush stumble and fall.”

-- William Shakespeare

Students create Top 5 lists relating to Romeo and Juliet, play Family Feud to guess/debate the correct answers, and reflect on how the feud impacts characters’ perspectives.


• To review the plot, character, and themes of Romeo and Juliet

• To understand how the feud between the Capulets and Montagues drives the plot of

Teacher-to-Teacher: It is important to not tell the students why they are forming lists, or they might try to find more obscure “top fives” in order to trick the other students. However, I think it is also important to make sure that students come up with the lists (not you as the teacher) because the students’ different opinions on what is important can drive a lot of discussion about the play—this makes the feuding quite authentic! Finally, be sure to preview any Family Feud clips you find on YouTube— many clips are not suitable for a school audience. -- KI

Romeo and Juliet by impacting characters’ perspectives


• 9-10.RL.3.1 • 9-10.RV.2.4, RV.2.5 • 9-10.SL.2.3, SL.4.3 • 11-12.RL.4.1




• Small groups to create questions • Whole class to play Family Feud • Individual for 3, 2, 1,Blastoff! Exit Slip


• Family Feud clip https://www.youtube.com/watch?v=s-84gk-KPOw (from 28:42-31:34 only)

• 9:13.1 Handout- Top Five List • 9:13.2 Handout- 3, 2, 1, Blastoff! Exit Slip

http://www.youtube.com/watch?v=s-84gk-KPOw


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• Divide students into groups of 5. Give them a copy of 9:13.1 Top 5 List and a category from Romeo and Juliet: Romeo’s Character Traits, Juliet’s Character Traits, Biggest Moments So Far, Shakespearean Language, Most Influential Characters, Consequences of the Feud, Themes & Symbols. Students should not use outside sources when creating their lists, as this could make their choices too detailed for other teams to guess. They can refer to the text or any notes they have.

• Explain to students that they are going to play a review game known as Family Feud. Show them a clip from Family Feud so that they understand how it works. Create rules together based on the clip:

• One group “hosts” by giving the category and writing the correct answers on a whiteboard in the front of the class as they are given.

• Two groups play the game—to begin, one player from each team gives an answer. The player who gets the best ranking answer wins for his/her team. Each player on the team gives an answer until they either: 1. Get all five correct answers or 2. Get three strikes.

• If a team gets three strikes, the other team gets a chance to steal the win by providing one correct answer.

• Scoring: Answer #1= 5 points, Answer #2= 4 points; Answer #3= 3 points; Answer #4= 2 points; Answer #5= 1 point. When the round is over, tally the final number of points won. The team who wins the round gets all of the points.

• Repeat this process using different teams as hosts and players. The rest of the teams are audience members. Keep track of each team’s score so that you can announce a winner at the end.

• As an option, while students are in the audience, they could complete the 3, 2, 1, Blastoff! Exit Slip. However, if your audience is engaged without the 3, 2, 1, Blastoff Slip, then you can skip this step and just allow them to enjoy the discussion. The goal of the game and Exit Slip is to help students understand how character perspectives drive the plot of the story, so as long as students are better understanding character perspective and plot, then the exit slip is optional.

• Note: This lesson can be modified to include a guest facilitator. You can invite someone in your community to host your family feud show instead of you as the teacher. This could add some authenticity to the game show format.

VIII. HOMEWORK

• Continue reading Romeo and Juliet: Act IV http://www.gutenberg.org/files/47960/47960-h/47960-h.htm





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• 9:13.1 Handout- Top 5 List • 9:13. 2 Handout- 3, 2, 1, Blastoff! Exit Slip


• Some of the categories are easier than others. Even though the groups should be mixed- ability to keep the game fair, you can give a more difficult category to teams who seem to have an advantage.


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9:13.1 Handout

Top 5: ____________________________________________________________

Directions: List the top 5 answers for your category starting with the best as #1.

#1

#2

#3

#4

#5

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9:13.2 Handout

3 2 1

3, 2, 1 Blastoff Exit Slip

Blastoff!

List 3 times in Romeo and Juliet where the family feud most impacted Romeo and Juliet’s perspectives.

List 2 times in Romeo and Juliet where the family feud impacted other characters’ perspectives.

Write 1 question you still have about Romeo and Juliet.

Answer the following in 3-5 sentences: How did Shakespeare use the feud in Romeo and Juliet to drive the plot of the story?

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LESSON 14: CIRCUMSTANCES SHAPE PERSPECTIVE I


“Remember, you see in any situation what you expect to see.”

-- David J. Schwartz

Students write a character study of Mathilde, focusing on how her character’s perspective was influenced by her circumstances. They then sketch their own perspective based on their circumstances.


OBJECTIVE • To recognize the effect of circumstances on perspective • To analyze a character by completing a character study


• 9-10.RL.2.1, RL.2.2, RL.2.3, RL.2.4, RL.3.1 • 9-10.W.3.1, W.6.1a • 9-10.SL.2.1, SL.2.2 • 11-12.RL.3.1


• One 45-minute class period (this lesson could take longer if you have students read “The Necklace” in class and provide them time to work on their personal character analysis)


• Individual, pairs, or small group to read “The Necklace” and complete the character study over Mathilde

• Full class for character/circumstances discussion • Individual for personal character study


• “The Necklace”- Maupassant http://www.gutenberg.org/files/3080/3080-h/3080- h.htm#link2H_4_0012

• 9:14.1 Handout- Character Analysis Graphic Organizer


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• 9:14.2 Handout- Written Response Instructions and Rubric: Personal Character Self

Analysis (print additional 9:14.1 on back of this)


• Allow students to choose if they would like to work alone, with a partner, or in a small group. Give each set of students a 9:14.1 Character Analysis Graphic Organizer. Have students read until Mathilde loses the necklace and complete the first part of the study by quoting and paraphrasing the text.

• Then have students finish reading “The Necklace” and have them complete the other half of the character study.

• When they are finished, ask students to complete the box that asks for the circumstances that caused the change.

• Discuss the character change of Mathilde with the entire class by analyzing Mathilde before and after the loss of the necklace. Ask students which Mathilde they prefer and why. Finally ask them if they think Mathilde is better off due to her change in circumstances and why.

• Hand out a page that has 9:14.1 Character Analysis Graphic Organizer and 9:14.2 Personal Character Analysis Instructions copied front/back and ask students to complete one for themselves. Explain to students that they are going to look back at their life as through a window in order to understand how their perspective was shaped by their circumstances. They should think of a circumstance in their own life that affected them and provide details about how they were before and after the circumstance. They should then write a SEES paragraph answering the following question: Are you better off due to your change in circumstances? Why or why not? It is very important that the SEES paragraph be saved in the students’ portfolios because it will be revised in Lesson 20 to create the multi-genre narrative.

• Note: You might want to just assign the graphic organizer as homework for the next day and have them write a timed SEES paragraph in class (20 minutes provided). This will provide students with time to think about their most impactful moments and give them the opportunity to practice a timed writing. Also, you will want to assure students that they will not have to share these with the class, but that they will become part of their personal portfolios so that they feel comfortable sharing their personal experiences.

VIII. HOMEWORK

• Complete Personal Character Analysis • Continue reading Romeo and Juliet: Act IV



• Students who are interested in the effect of circumstances on personal development might want to continue their study in this area by viewing the TED Talk “What Makes a


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Good Life” by Robert Waldinger. https://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_t he_longest_study_on_happiness/transcript?language=en This is talk is so impactful that it might be better watched with a relative or a very good friend for discussion possibilities.


• 9:14.1 Handout- Character Analysis Graphic Organizer • 9:14.2 Handout- Written Response Instructions and Rubric: Personal Character Self

Analysis (print additional 9:14.1 on back of this)


• Encourage students who need additional support to read “The Necklace” in a small, teacher-supported group. That way the instructor can facilitate the reading and answer any questions that come up during the reading.

• HA students can be paired together to read or read alone so that they can work at a faster pace.

http://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_t

9:14.1 Handout


Character Analysis Graphic Organizer Directions: Read “The Necklace” until the point that Mathilde loses the necklace and complete the Before section of the graphic organizer with evidence from the text. Then finish the story and complete the After section. Finally, determine what caused the change in Mathilde.

Personality:

Before Circumstances that caused the change:

Words: Personality:

After

Words:

Actions: Background: Physical Characteristics:

Actions: Background: Physical Characteristics:

Draw a Picture: Draw a Picture:


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9:14.2 Handout

Personal Character Analysis Instructions and Rubric

Complete the following:

1. Think of a time where circumstances really influenced who you are as a person. 2. Reminisce about how you were before you were changed by the circumstances, and complete as much

of the Before category as possible. 3. Reflect on who you are now as a person, and complete as much of the After category as possible. 4. Explain the circumstances that caused the change in you by writing a SEES (Statement, Evidence from

Character Graphic Organizer, Explanation, So What?) paragraph that answers the following question: Are you better off due to your change in circumstances? Why or why not?

Written Response Rubric: Personal Character Self Analysis








Genre Criteria (x1)

Personal Character Analysis Graphic Organizer is completely filled out with insightful details

Personal Character Analysis Graphic Organizer is mostly filled out with interesting details

Personal Character Analysis Graphic Organizer is not complete or contains irrelevant details

Grammar /Mechani cs (x1)





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LESSON 15: CIRCUMSTANCES SHAPE PERSPECTIVE II


“Who said life is fair? Where is that written?” -- The Princess Bride

Students participate in a game of circumstances and relate what they have learned to Romeo and Juliet by creating an analogy.


• To understand the effect of circumstances on perspective

• To create an analogy


• 9-10.RL.2.2 • 9-10.RV.1, RV.2.1 • 9-10.SL.1, SL.2.1, SL.2.2 • 11-12.SL.2.1




• Whole group to play the circumstances game • Small groups to brainstorm comparisons • Think, Pair, Share for analogy


• Assorted poker chips (red, white, and blue) • A clear plastic bag or jar to put poker chips in (students should be able to reach their hands in) • Whiteboard or chart paper • 9:15.1 Handout- Circumstances Shape Perspective


• Begin by telling students that they are going to play a game today to get warmed up. Ask for (or select) three volunteers.


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• Show students the container full of poker chips. Tell the first volunteer that the goal is to pull out as many chips as possible in 30 seconds using one hand and only grabbing one chip at a time. When the student is finished, record how many red, white, and blue chips the student had.

• Before the next student’s turn, tell the class that you forgot to mention one rule: the red chips are worth 3 points, the white ones are worth 1 point, and the blue ones are worth -1 point. (You can change the point values to whatever will make the first person do the worst—for example, if they only pull 1 blue chip, make that worth 3 points, etc.) The other rules still apply: one hand, 30 seconds, one chip at a time. When the student is finished, record how many red, white, and blue chips that student had.

• Before the final student’s turn, tell the class that there was one more rule you forgot about: the volunteer needs to close his/her eyes (no peeking!). The other rules all apply: red=3points; white=1point; blue=-1 point, 30 seconds, one hand, one chip at a time. When the student is finished, record how many red, white, and blue chips that student had.

• When all of the students finished, add up their score by determining their points: red=3points; white=1point; blue=-1 point. Declare a winner.

• Now discuss the following question: Was this game fair? Why or why not? The game was not fair because the rules (circumstances) kept changing.

• Put students into small groups and have them brainstorm a list of all the ways they can think of that this game applies to Romeo and Juliet. The circumstances the characters found themselves in kept changing; the rules seemed unfair—why do their parents hate each other?; a lack of information at the correct time skewed the outcome;, Romeo and Juliet were blinded by their love and couldn’t make the right decisions; etc.

• Discuss these ideas as a class and start a list on the whiteboard or chart paper. Pass out copies of 9:15.1, and have students write ideas that stand out to them on the 9:15.1 Handout.

• Discuss the themes of life isn’t fair and fate vs. freewill. In their groups, ask students to determine three specific events that occurred in Romeo and Juliet that helped develop those themes and add them to 9:15.1 Handout.

• Next ask students to brainstorm another list of areas in their life that are not fair. Sporting events, school rules, parent rules, grading, bullying, teachers, socioeconomic status, friends, etc.

• Discuss these ideas as a class and start another list on the whiteboard or chart paper. Have students write ideas that stand out to them on the 9:15.1 Handout.

• Now tell students you want them to write an analogy that compares their life to a character in Romeo and Juliet. Have students work on their own for a few minutes completing the top ways their lives are like characters in Romeo and Juliet, then allow them to brainstorm with a partner for a couple of minutes coming up with additional connections, finally have student’s write and share out their final analogies with the entire class. Note: In order to support students’ understanding of the assignment, you might want to complete a class example using a character from “The Necklace” or show some examples from Student Samples.

VIII. HOMEWORK

• Complete 9:15.1 Handout- Circumstances Shape Perspective • Continue reading Romeo and Juliet: Act IV http://www.gutenberg.org/files/47960/47960-

h/47960-h.htm




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May 2017 • Students who are interested in the concept of fairness and how human emotions can be understood

by observing animal behavior might enjoy watching the TED Talk “Moral Behavior in Animals” by Frans de Waal. https://www.ted.com/talks/frans_de_waal_do_animals_have_morals?language=en


• 9:15.1 Handout- Circumstances Shape Perspective


• Since this activity requires deep critical and creative thinking, it might work best to pair high ability students and allow them to work independently while you work with the rest of your students as a class to complete one analogy. This will make the activity challenging, yet accessible, to all students.

http://www.ted.com/talks/frans_de_waal_do_animals_have_morals?language=en


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9:15.1 Handout

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Circumstances Shape Perspective

Top 3 Game Applications to Romeo and Juliet Top 3 Ways My Life Today is Unfair

Top 3 Events for Theme “Life isn’t Fair” Top 3 Events for Theme “Fate vs. Freewill”

Top 3 Ways My Life is Like a Character in Romeo and Juliet

Top 3 Insights from My Partner

Write an analogy that compares your life to a character’s in Romeo and Juliet by comparing both to a concrete noun. Use the following template:

and are like

[Character from Romeo and Juliet] (I; my life; etc. [Concrete Noun]

because

and

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Student Samples

Juliet and I are like birds in a cage because we both are limited by our keepers (parents) and we’re not given a chance to prove that we have what it takes to fly.

The Nurse and I are like cranberries because we are both tart and we’re overlooked when put by the rest of Thanksgiving Dinner.

Capulet and I are like a stone wall because we keep safe everyone we love and if something attacks, we will stand firm and protect others until we fall.

Juliet and I are like 1000-piece puzzles because we are complicated to figure out and are more broken when you look close up than what it might appear at first glance.

Friar Laurence and I are like a wise owl because we listen closely to the problems of others and we do our best to help them solve their problems.

Juliet and I are like skydivers because we are both rebellious and seek danger and we both are quick to make decisions.

The Nurse and I are like geese because we talk to anyone who gets close by and we both love to spread gossip.

Benvolio and I are like turtles because we both desire peace and we have clever ways to avert danger without fighting.

Paris and I are like the last piece of bread because no one wants us and we both think we’re just as good as everyone else.

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LESSON 16: ROMEO AND JULIET: ACT IV


“She knows herself to be at the mercy of events, and she knows by now that events have no mercy.”

— Margaret Atwood

Students discuss how Romeo and Juliet’s perspectives were affected by their decisions.


• To better understand the circumstances surrounding Romeo and Juliet

• To analyze the role of comic relief in a tragedy • To work together to come to a shared

understanding of a text • To identify how conflict and dramatic irony add to

the tragedy of the play


• 9-10.RL.1, RL.2.3, RL.2.4, RL.3.1, RL.3.2 • 9-10.RV.3.1 • 9-10.SL.2.1, SL.2.2 • 11-12.RL.3.1






• Romeo and Juliet: Act IV http://www.gutenberg.org/files/47960/47960-h/47960-h.htm • 9:16.1 Handout- 4-Level Analysis • 9:16.2 Handout- 3, 2, 1, Blastoff! Exit Slip



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• Post the following quote on the board “She knows herself to be at the mercy of events, and she knows by now that events have no mercy” ― Margaret Atwood. Discuss how this quote does and does not apply to Romeo and Juliet. Tell students that today’s discussions are going to focus on the circumstances surrounding Romeo and Juliet and how their circumstances affected their perspectives.

• Pass out 9:16.2 Handout- 3, 2, 1, Blastoff! Exit Slip. • Tell students to get into groups with the same people who had their perspective on the Triple Entry

Journals (Shakespeare, Audience, Characters as assigned). Once in their groups, have students discuss Side Two of their Journals in their groups. Students should take turns discussing what they wrote down. They should also make sure to ask each other any questions they had about Act IV. When they are finished they should answer 3 on the Exit Slip.

• Next have students get into mixed groups and discuss Act IV from different perspectives. Have students share their 3 insights on the Exit Slip. They should also continue to clarify any confusion they have over Act IV. When they are finished discussing, they should answer 2 on the Exit Slip.


• Now discuss Act IV as an entire class. First of all, address any questions or misunderstandings from students’ Exit Slips. Then discuss Side One of the Triple Entry Journal. Make sure students have a good understanding of comic relief, internal conflict, and dramatic irony by discussing these sections of their Triple Entry Journals if they have not already been brought up by the students themselves.

• Finally, have students complete the Blastoff! section of the Exit Slip. This will show you how well they understand the effect of Romeo and Juliet’s circumstances on their perspective.

• Note: Make sure to take the time needed to support your students’ understanding of Romeo and Juliet. You want to make sure that they have a solid grasp of Act IV before moving on. If you want to check for individual students’ understanding, you can give them the assessment provided in Appendix C over Act VI. Assessing after every Act will provide you with the data you need to support your students’ understanding of the play and differentiate your instruction, as well as provide students with accountability for reading the play and working at understanding it. The discussion and assessment over Act IV will take more than just one day.

VIII. HOMEWORK

• Complete 3, 2, 1, Blastoff! Exit Slip if not finished in class • Continue reading Romeo and Juliet: Act V http://www.gutenberg.org/files/47960/47960-h/47960-

h.htm



• 9.16.1 Handout- 4-Level Analysis • 9:16.2 Handout- 3, 2, 1, Blastoff! Exit Slip



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• Students can be grouped according to their perspectives (Shakespeare, Audience, Characters), which will allow the instructor to support the discussion at varying levels. For example, the Shakespeare group can focus on author’s purpose and the nuances of Romeo and Juliet, while the Audience group can spend more time discussing the plot and character traits. This will allow students to work with the text at the level that best meets their needs.




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9:16.2 Handout

3 2 1


Blastoff!

List the 3 most important circumstances that affected your character’s perspective.

List most important tragic flaws of 2 of the characters so far. Identify the character, his/her tragic flaw, and a result.


Answer the following in 3-5 sentences: Atwood stated, “She knows herself to be at the mercy of events, and she knows by now that events have no mercy.” At this point in the story, what do you think is most important to Romeo and Juliet’s decisions: fate or freewill? Explain.

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LESSON 17: OVERCOMING CIRCUMSTANCES


“And if you truly believe—and I mean believe from the bottom of your heart—you can make change happen. And we need to make it happen, because every single one of us…every one of us must be the very best of ourselves.”

--Caroline Casey

Students individually identify a circumstance they want to overcome and use the SCAMPER method to brainstorm solutions and write a letter to themselves.


• To learn from someone else’s experience • To develop the ability to overcome circumstances • To use critical thinking skills to create solutions for problems


• 9-10.RV.2.1 • 9-10.W.3.3, W.6.2 • 9-10.SL.2.4, SL.3.2 • 9-10.ML.1 • 11-12.SL.3.2




• Whole class to watch and discuss TED talk • Individual to problem-solve own circumstances


• “Looking Past Limits” TED https://www.ted.com/talks/caroline_casey_looking_past_limits?language=en

http://www.ted.com/talks/caroline_casey_looking_past_limits?language=en

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• 9:17.1 Handout- TED Talk Analyzer • 9:17.2 Handout- SCAMPER • 9:17.3 Handout- From Me to Me


Day One

• In order to help students become familiar with the SCAMPER method, put the letters on the board and explain what they each stand for: Substitute, Combine, Adapt, Magnify or Minify, Put to Other Uses, Eliminate, Rearrange. Then show students some examples of current product modifications and have students put them in the correct category. Example: ketchup bottles that are “upside down”, ice cube trays used as desk organizers, tennis balls cut in half and used as ear muffs, egg cartons used to start seeds, bookcases hung sideways on a wall as shelves, etc.

• Next provide groups of students with some models (or ideas) with which to practice. One group could get aluminum foil, one group duct tape, one group a pool noodle, one group some craft sticks, etc. Ask students to use the SCAMPER method to come up with as many uses for the product they were given as possible in 10 minutes. Have groups share out some of their most creative ideas.

• View “Looking Past Limits” (https://www.ted.com/talks/caroline_casey_looking_past_limits?language=en) while students complete 9:17.1 Handout- TED Talk Analyzer. Students might need time afterwards to view the transcript of the TED Talk in order to complete the organizer.

• Discuss the organizer with students. Explain how it is helpful to look through a window into someone else’s life so that we can then look into the mirror to better our own lives. Then explain to students that we are going to apply Casey’s lesson to our own lives by determining how we can overcome something to become our best selves.

• Pass out 9:17.2 Handout- SCAMPER. Have students use the SCAMPER method to better understand a problem or circumstance they would like to overcome and develop a creative solution.

Day Two

• Explain 9:17.3 Handout- From Me to Me. Explain that students are going to write a friendly letter to themselves to provide better insight to the problem and solution. You can provide students with a friendly letter format or have them use their own format. It is very important that the letter be saved as part of students’ portfolios because it will be revised in Lesson 21 to create multi-genre narrative.

• Give students the rest of the period to work on their letter. You can use this time to workshop with students on their letters or help students who are struggling with the SCAMPER process.

• Note: This lesson can be modified to include a guest speaker. You can invite someone from your community who has overcome a difficult circumstance to speak to your

http://www.ted.com/talks/caroline_casey_looking_past_limits?language=en)


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students. This could be done instead of analyzing the TED Talk or you could add an extra day for the guest speaker.

VIII. HOMEWORK

• Day One: Complete 9:17.2 Handout- SCAMPER over a circumstance in own life • Complete 9:17.3 Handout- From Me to Me • Continue reading Romeo and Juliet: Act V



• Students could study individuals throughout history who have overcome obstacles. They could write a short biography (informative) or a letter from that person (informative/narrative) to share what circumstances the person overcame and how he/she made the world a better place.


• 9:17.1 Handout- TED Talk Analyzer • 9:17.2 Handout- SCAMPER • 9:17.3 Handout- From Me to Me


• Some students might benefit from a workshop on letter writing. This workshop can provide them with a template to follow when writing a friendly letter as well as some help with the content of the letter. Read Write Think offers a template as well as a student interactive: http://www.readwritethink.org/files/resources/interactives/letter_generator/.


http://www.readwritethink.org/files/resources/interactives/letter_generator/


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9:17.1 Handout Name

TED Talk Analyzer

Talk Title:

Speaker:

Main Idea: Summarize the talk in 6 words.

New Words or Key Words: How are the

words used in context? What do they mean?

Feelings of the Speaker: How does the speaker's word choice and tone affect

the overall presentation?

Speakers Point-of-View and Reasoning: What is the overall purpose of the talk?

How is it supported with details?

Evidence: What evidence is used

throughout the talk. Is it credible or fallicious?


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9:17.2 Handout

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SCAMPER Directions: Identify a problem or circumstance in your life that you want to overcome. Then use 4 of the 7 letters below to help you think creatively about how to overcome your problem or circumstance.

Problem: Substitute: Think about replacing part of the problem with something else. You can change things, places, procedures, people, ideas, or emotions.

Combine: Think about combining two or more parts of your problem to create a different product or process or to enhance their synergy.

Adapt: Think about adapting an existing idea or product to solve your problem.

Magnify or Minify: Think about ways to magnify or exaggerate your idea.

Put to Other Uses: Think about how you might be able to put your current idea to other uses, or what you could reuse from somewhere else in order to solve your own problem.

Eliminate: Think of what might happen if you eliminated parts of your idea or parts of a product. Narrow your challenge down to the part that is most important.

Rearrange or Reverse: Think of what you would do if part of your problem worked in reverse or were done in a different order.


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9:17.3 Handout

May 2017

From Me to Me

Directions: Sometimes the daily stresses of life prevent us from taking the time to come up with the solutions we need to solve our problems. Take the time now to write a letter to yourself where you explain the problem or circumstance you want to overcome and how you intend to overcome it. Use a friendly letter format and remember to use strong paragraphing and accurate conventions.

“And if you truly believe—and I mean believe from the bottom of your heart—you can make change happen. And we need to make it happen, because every single one of us…everyone of us must be the very best of ourselves.” – Caroline Casey

Written Response Rubric: From Me to Me








Genre Criteria (x1)

Letter is written in correct format, fully explains the problem and solution, and uses strong supporting details from the SCAMPER handout

Letter is written in mostly correct format, explains the problem and solution, and uses some details from SCAMPER handout

Letter is not written in correct format, does not fully explain the problem or solution and/or does not use details from SCAMPER handout

Grammar/ Mechanics (x1)





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Student Sample #1

October 26, 2016

Dear ,

You have a problem with staying in your room too much. When you’re at home on the weekend or even after school, you stay in your room all day. On Sundays, when everyone is relaxed watching TV or playing outside together, you would rather want to be in your room. You would rather eat in your room and watch Netflix or YouTube while you eat then eat with your siblings or family.

, you are constantly stressed, anywhere from school to what you have to do when you wake up in the morning. Since you are always stressed and busy, you don’t have much time to fix your problems because when you do have time and aren’t stressed out then you go straight to your room and watch TV. Well, I have a solution for you.

When you come home from school, get out your homework and do it at the kitchen island or at the dining table where everybody else is instead of going straight to your room to do it. And on the weekend, instead of being in your room the whole day, (especially when everybody else is home doing nothing but watching TV together on the couch or when their working in the kitchen on supper) come out of your room and watch TV with them a little bit, or play a game with one of your brothers, or help your mom with supper, or even just going outside and playing basketball with yourself or your friends.

Not spending so much time is a very simple problem to fix. It will be kind of difficult at first because

you’re so use to just staying in your room all day and doing everything in there. But it is really easy to just shut your lights off and come out of your room to spend time with your family or hang out with your friends.

Sincerely,

Example #2

October 28, 2016

Dear ,

Well, , you obviously know your problem, and that’s that you’re just too nice to people. Of course, there’s nothing wrong with being too nice to people, but in your case, there is. You won’t stick up for yourself if it involves being rude, which by the way, your definition of rude isn’t actually rude at all (so I’ve heard) . You let people push you around and just give them a smile but, you know what, as recent circumstances have proven, that doesn’t work out very well; maybe for the other person involved, but not you. Not sticking up for yourself and not saying what you actually mean, has really caused you a lot of problems. Don’t let people shove you around! Come on girl!

Because of your problem of sugar-coating the truth to the people who need to hear it most, and

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not sticking up for yourself, has caused you a lot of issues. So, here’s your solution: tell people what you mean! If someone wants to be in your group but you know they don’t do their work, tell them that! If someone wants to take advantage of your kindness and be rude and mean to you, don’t let them get away with it! Just be honest if someone asks you “Why?” and just tell them the truth. I’m not saying you have to be especially rude or mean to them even though they make you really want to, just be more open about how what they say to you or how they act towards you makes you feel. If you tell someone to back off, trust me, your super kind ‘reputation’ of sorts won’t be ruined just because you got tired of being someone’s floor mat and you told them to stop. Honestly, if you’re afraid of losing that person’s friendship, if they’re doing that in the first place they aren’t actually your friend. Take my advice, and just do it. Stick up for yourself, and tell people what you mean. No sugar coating.

Now, my goal for you is to actually put my advice into action. Take this, and literally say what you mean to people. If someone is taking advantage of you, don’t just tell them no or make up excuses, tell them the whole ‘why’. Perhaps more challengingly, tell that one person, (you know it is) and tell them why you didn’t want her in your group. Don’t settle for looking shallow in her eyes because you ‘ditched’ her and left for a group of guys! Tell her that she hasn’t been treating you right, and you know you would’ve done the whole presentation by yourself! More importantly, tell her about how she’s been treating you, and tell her that the things she says hurts you. Get out of your comfort zone! Talk to new people! Get your nose out of your books! I challenge you to get out of your box of a life, and get out there a little bit, and when people want to be mean, don’t just stick up for others as you’re notorious for doing, stick up for yourself! All in all, I encourage you to let go of your shyness, and a little tiny bit of your kindness, and just do. Get out of your comfort zone, talk to new people, say what you mean, stick up for yourself, and just let the you you have show through. Just always remember, you’re always going to be a nice person because that’s who are, and if people want to take advantage of that and you don’t let them, that doesn’t make you a mean or bad person. Just say what mean. Be who you actually are. Don’t let people push you around.

Sincerely yours,

P.S. I know you don’t think you can take my challenge because you’re “too shy” or “don’t have the confidence”, but seriously keep this advice in the back of your mind. Don’t sell yourself short, you’re full of surprises ;). “And if you truly believe—and I mean believe from the bottom of your heart—you can make change happen. And we need to make it happen, because every single one of us…everyone of us must be the very best of ourselves.” – Caroline Casey.

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LESSON 18: PERSPECTIVE INFLUENCES DECISIONS


“You can't make decisions based on fear and the possibility of what might happen.”

-- Michelle Obama

Students read half of “The Cold Equations” and discuss options of what should be done before finishing the story using the Six Hats thinking process. They then read “The How and Why of Cheating” and discuss what they learned about moral decisions, society, and themselves using a Socratic Seminar format.


• To discuss a situation from multiple perspectives • To reach deeper understanding through a Socratic Seminar discussion • To better understand how people reach moral decisions


• 9-10.RL.1, RL.2.1, RL.2.4, RL.3.1, RL3.2 • 9-10.RN.1, RN.2.3, RN.3.2 • 9-10.RV.2.4, RV.2.5 • 9-10.W.6.1d • 9-10.SL.2.4, SL.2.5 • 11-12.SL.2.1


• Two 45-minute class periods • Day One- Read “The Cold Equations” and discuss using the Six Hats process • Day Two- Read “The How and Why of Cheating” and discuss using Socratic Seminar


• Individual/partners for reading of “The Cold Equations” and “The How and Why of Cheating”

• Whole class for Six Hats Discussion • 2-3 Large groups for Socratic Seminar

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• “The Cold Equations”- Godwin http://photos.state.gov/libraries/hochiminh/646441/vantt/The%20Cold%20Equation s.pdf (Note: This might not show up in Safari; try Firefox or Google Chrome to access)

• “Stuyvesant Students Describe the How and Why of Cheating” http://www.nytimes.com/2012/09/26/education/stuyvesant-high-school-students- describe-rationale-for-cheating.html?_r=1

• 9:18.1 Handout “The Cold Equations” (first half only— the rest of the short story can be read on the link above)

• 9:18.2 Handout- 3, 2, 1, Blastoff! Exit Slip • 9:18.3 Handout- Six Hats • 9:18.4 Handout- Critical Thinking Strategies: Socratic Seminars


Day One

• Pass out copies of 9:18.1 “The Cold Equations” and 9:18.2 3, 2, 1, Blastoff! Exit Slip. Have students read the short story alone or with a partner and complete box 3 of the Exit Slip.

• When students are finished reading, discuss box 3: How did the way Godwin structured “The Cold Equations” add to the tension of the story?

• Next, refer to the following quote from “The Cold Equations”:

“So that’s the way it has to be with me?”

He swung around to face her. “You understand now, don’t you? No one would ever let it be like this if it could be changed.”

Tell students that you are going to use the Six Hats Protocol to see if they can think of an alternative solution for the story. Using 9:18.3 Six Hats Protocol discuss options besides ejecting Marilyn Cross. You are not looking for a right or wrong answer but rather are teaching students how to look at a problem from multiple angles in order to come up with a lot of options.

• (It is not necessary to finish the short story in class. If students would like to see how it ends, they can read it on the above link on their own.)

• Note: This activity can be differentiated. If class discussions and quizzes show that some students seem to need more support with Romeo and Juliet, then you can split the class into two groups. Both groups will use the 6 Hats protocol so that they are prepared for tomorrow’s Socratic Discussion.

• Group 1 can complete the lesson with “The Cold Equations” as discussed above. • Group 2 can complete the Six Hats activity with Romeo and Juliet. At this point,

students should be wrapping up Romeo and Juliet. You can have them list alternative ideas to Friar Laurence’s plan. This will allow students the opportunity of using the 6 Hats protocol to critically discuss Romeo and Juliet.

Day Two

http://photos.state.gov/libraries/hochiminh/646441/vantt/The%20Cold%20Equation

http://www.nytimes.com/2012/09/26/education/stuyvesant-high-school-students-

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• Have students read “The How and Why of Cheating” on their own or with a partner and complete part 2 of their 9:18.2 3, 2, 1, Blastoff! Exit Slips.

• When students are finished reading, discuss box 2: How did Lee develop her claim through the use of particular sentences, paragraphs, or larger portions of the text?

• Next begin the Socratic Seminar. First of all give students some time to reflect on the readings and come up with a list of questions they would like to discuss—this can help keep the conversation going. Also, discuss the protocols outlined in 9:18.4 Critical Thinking Strategies: Socratic Seminars so that students are reminded of the way Socratic Seminars are run. Note: This handout is designed for use by the teacher, not the students. Only share what you feel is necessary for your students to run a successful seminar.

• Then, divide the students into 2-3 large groups. This seminar will be done fishbowl style instead of running 2-3 simultaneously. One group will discuss the questions and texts while the rest of the students watch and take notes. In order to include everyone, have one “flex” chair that audience members can join to share something. Also, switch groups part way through so all students get a chance to be part of the conversation.

• The goal of the Seminar is to allow students to discuss the short story, article, and decision-making process with as little guidance from the teacher as possible. However, if additional questions are needed, here are some to consider:

• What is the central issue expressed in the article? • How are the views of the students, teachers, and outside community all

different? • How could this issue be resolved? What are the consequences of implementing

this strategy? • Is this issue a problem at our school? • What are the views of the students, teachers, and outside community at our

school? • How could we resolve this issue? What would the results be? (Remember to

consider all hats when solving this problem for our school.) Note: Depending on how familiar your students are with the 6 Hats protocol, they might need more structure and guidance for this part of the discussion.

• When the Seminar is finished, have students complete the 1 and Blastoff! section of the Exit Slip.

VIII. HOMEWORK

• Complete 9:18.2 Handout- 3, 2, 1, Blastoff! Exit Slip • Continue reading Romeo and Juliet: Act V




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• Students who are interested in moral and ethical decisions might want to continue to

study ethics. Santa Clara University’s website can provide some good resources as a starting point. https://www.scu.edu/ethics/ethics-resources/ethical-decision- making/thinking-ethically/


• 9:18.1 Handout “The Cold Equations” (first half only— the rest of the short story can be read on the link above)

• 9:18.2 Handout- 3, 2, 1, Blastoff! Exit Slip • 9:18.3 Handout- Six Hats • 9:18.4 Handout- Critical Thinking Strategies: Socratic Seminars


• Some students could benefit from being in a teacher-supported reading group. This will provide them with the additional scaffolding they need to better understand “The Cold Equations”.

• When dividing the class into groups for the Socratic seminar, you should group the HA students together and allow them to be the fishbowl examples if you are using this method. This will allow all students to see a strong example of a Socratic seminar as well as allow you to help facilitate the discussion and thinking of your HA students.

http://www.scu.edu/ethics/ethics-resources/ethical-decision-


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9:18.1 Handout

May 2017

The Cold Equations by Tom Godwin ©1954 (Public Domain)

He was not alone.

There was nothing to indicate the fact but the white hand of the tiny gauge on the board before him. The control room was empty but for himself; there was no sound other than the murmur of the drives — but the white hand had moved. It had been on zero when the little ship was launched from the Stardust; now, an hour later, it had crept up. There was something in the supply closet across the room, it was saying, some kind of a body that radiated heat.

It could be but one kind of a body — a living, human body.

He leaned back in the pilot’s chair and drew a deep, slow breath, considering what he would have to do. He was an EDS pilot, inured to the sight of death, long since accustomed to it and to viewing the dying of another man with an objective lack of emotion, and he had no choice in what he must do. There could be no alternative — but it required a few moments of conditioning for even an EDS pilot to prepare himself to walk across the room and coldly, deliberately, take the life of a man he had yet to meet.

He would, of course, do it. It was the law, stated very bluntly and definitely in grim Paragraph L, Section 8, of Interstellar Regulations: “Any stowaway discovered in an EDS shall be jettisoned immediately following discovery.”

It was the law, and there could be no appeal.

It was a law not of men’s choosing but made imperative by the circumstances of the space frontier. Galactic expansion had followed the development of the hyperspace drive, and as men scattered wide across the frontier, there had come the problem of contact with the isolated first colonies and exploration parties. The huge hyperspace cruisers were the product of the combined genius and effort of Earth and were long and expensive in the building. They were not available in such numbers that small colonies could possess them. The cruisers carried the colonists to their new worlds and made periodic visits, running on tight schedules, but they could not stop and turn aside to visit colonies scheduled to be visited at another time; such a delay would destroy their schedule and produce a confusion and uncertainty that would wreck the complex interdependence between old Earth and the new worlds of the frontier.

Some method of delivering supplies or assistance when an emergency occurred on a world not scheduled for a visit had been needed, and the Emergency Dispatch Ships had been the answer. Small and collapsible, they occupied little room in the hold of the cruiser; made of light metal and plastics, they were driven by a small rocket drive that consumed relatively little fuel. Each cruiser carried four EDSs, and when a call for aid was received, the nearest cruiser would drop into normal space long enough to launch an EDS with the needed supplies or personnel, then vanish again as it continued on its course.


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The cruisers, powered by nuclear converters, did not use the liquid rocket fuel, but nuclear converters were far too large and complex to permit their installation in the EDSs. The cruisers were forced by necessity to carry a limited amount of bulky rocket fuel, and the fuel was rationed with care, the cruiser’s computers determining the exact amount of fuel each EDS would require for its mission. The computers considered the course coordinates, the mass of the EDS, the mass of pilot and cargo; they were very precise and accurate and omitted nothing from their calculations. They could not, however, foresee and allow for the added mass of a stowaway.

The Stardust had received the request from one of the exploration parties stationed on Woden, the six men of the party already being stricken with the fever carried by the green kala midges and their own supply of serum destroyed by the tornado that had torn through their camp. The Stardust had gone through the usual procedure, dropping into normal space to launch the EDS with the fever serum, then vanishing again in hyperspace. Now, an hour later, the gauge was saying there was something more than the small carton of serum in the supply closet.

He let his eyes rest on the narrow white door of the closet. There, just inside, another man lived and breathed and was beginning to feel assured that discovery of his presence would now be too late for the pilot to alter the situation. It was too late; for the man behind the door it was far later than he thought and in a way he would find it terrible to believe.

There could be no alternative. Additional fuel would be used during the hours of deceleration to compensate for the added mass of the stowaway, infinitesimal increments of fuel that would not be missed until the ship had almost reached its destination. Then, at some distance above the ground that might be as near as a thousand feet or as far as tens of thousands of feet, depending upon the mass of ship and cargo and the preceding period of deceleration, the unmissed increments of fuel would make their absence known; the EDS would expend its last drops of fuel with a sputter and go into whistling free fall. Ship and pilot and stowaway would merge together upon impact as a wreckage of metal and plastic, flesh and blood, driven deep into the soil. The stowaway had signed his own death warrant when he concealed himself on the ship; he could not be permitted to take seven others with him.

He looked again at the telltale white hand, then rose to his feet. What he must do would be unpleasant for both of them; the sooner it was over, the better. He stepped across the control room to stand by the white door.

“Come out!” His command was harsh and abrupt above the murmur of the drive.

It seemed he could hear the whisper of a furtive movement inside the closet, then nothing. He visualized the stowaway cowering closer into one corner, suddenly worried by the possible consequences of his act, his self-assurance evaporating.

“I said out!”

He heard the stowaway move to obey, and he waited with his eyes alert on the door and his hand near the blaster at his side.


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May 2017

The door opened and the stowaway stepped through it, smiling. “All right — I give up. Now what?”

It was a girl.

He stared without speaking, his hand dropping away from the blaster, and acceptance of what he saw coming like a heavy and unexpected physical blow. The stowaway was not a man — she was a girl in her teens, standing before him in little white gypsy sandals, with the top of her brown, curly head hardly higher than his shoulder, with a faint, sweet scent of perfume coming from her, and her smiling face tilted up so her eyes could look unknowing and unafraid into his as she waited for his answer.

Now what? Had it been asked in the deep, defiant voice of a man, he would have answered it with action, quick and efficient. He would have taken the stowaway’s identification disk and ordered him into the air lock. Had the stowaway refused to obey, he would have used the blaster. It would not have taken long; within a minute the body would have been ejected into space — had the stowaway been a man.

He returned to the pilot’s chair and motioned her to seat herself on the boxlike bulk of the drive- control units that were set against the wall beside him. She obeyed, his silence making the smile fade into the meek and guilty expression of a pup that has been caught in mischief and knows it must be punished.

“You still haven’t told me,” she said. “I’m guilty, so what happens to me now? Do I pay a fine, or what?”

“What are you doing here?” he asked. “Why did you stow away on this EDS?”

“I wanted to see my brother. He’s with the government survey crew on Woden and I haven’t seen him for ten years, not since he left Earth to go into government survey work.”

“What was your destination on the Stardust?”

“Mimir. I have a position waiting for me there. My brother has been sending money home all the time to us — my father and mother and me — and he paid for a special course in linguistics I was taking. I graduated sooner than expected and I was offered this job in Mimir. I knew it would be almost a year before Gerry’s job was done on Woden so he could come on to Mimir, and that’s why I hid in the closet there. There was plenty of room for me and I was willing to pay the fine. There were only the two of us kids — Gerry and I — and I haven’t seen him for so long, and I didn’t want to wait another year when I could see him now, even though I knew I would be breaking some kind of a regulation when I did it.”

I knew I would be breaking some kind of a regulation. In a way, she could not be blamed for her ignorance of the law; she was of Earth and had not realized that the laws of the space frontier must, of necessity, be as hard and relentless as the environment that gave them birth. Yet, to protect such as her from the results of their own ignorance of the frontier, there had been a sign over the door that led to the section of the Stardust that housed the EDSs, a sign that was plain for all to see and heed: UNAUTHORIZED PERSONNEL KEEP OUT!


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“Does your brother know that you took passage on the Stardust for Mimir?”

“Oh, yes. I sent him a spacegram telling him about my graduation and about going to Mimir on the Stardust a month before I left Earth. I already knew Mimir was where he would be stationed in a little over a year. He gets a promotion then, and he’ll be based on Mimir and not have to stay out a year at a time on field trips, like he does now.”

There were two different survey groups on Woden, and he asked, “What is his name?”

“Cross — Gerry Cross. He’s in Group Two — that was the way his address read. Do you know him?”

Group One had requested the serum: Group Two was eight thousand miles away, across the Western Sea.

“No, I’ve never met him,” he said, then turned to the control board and cut the deceleration to a fraction of a gravity, knowing as he did so that it could not avert the ultimate end, yet doing the only thing he could do to prolong that ultimate end. The sensation was like that of the ship suddenly dropping, and the girls involuntary movement of surprise half lifted her from her seat. “We’re going faster now, aren’t we?” she asked. “Why are we doing that?”

He told her the truth. “To save fuel for a little while.”

“You mean we don’t have very much?”

He delayed the answer he must give her so soon to ask, “How did you manage to stow away?”

“I just sort of walked in when no one was looking my way,” she said. “I was practicing my Gelanese on the native girl who does the cleaning in the Ship’s Supply office when someone came in with an order for supplies for the survey crew on Woden. I slipped into the closet there after the ship was ready to go just before you came in. It was an impulse of the moment to stow away, so I could get to see Gerry — and from the way you keep looking at me so grim, I’m not sure it was a very wise impulse. But I’ll be a model criminal — or do I mean prisoner?” She smiled at him again. “I intended to pay for my keep on top of paying the fine. I can cook and I can patch clothes for everyone and I know how to do all kinds of useful things, even a little bit about nursing.”

There was one more question to ask: “Did you know what the supplies were that the survey crew ordered?”

“Why, no. Equipment they needed in their work, I supposed.”

Why couldn’t she have been a man with some ulterior motive? A fugitive from justice hoping to lose himself on a raw new world; an opportunist seeking transportation to the new colonies where he might find golden fleece for the taking; a crackpot with a mission. Perhaps once in his lifetime an EDS pilot would find such a stowaway on his ship — warped men, mean and selfish men, brutal and dangerous men — but never before a smiling, blue-eyed girl who was willing to pay her fine and work for her keep that she might see her brother.


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He turned to the board and turned the switch that would signal the Stardust. The call would be futile, but he could not, until he had exhausted that one vain hope, seize her and thrust her into the air lock as he would an animal — or a man. The delay, in the meantime, would not be dangerous with the EDS decelerating at fractional gravity.

A voice spoke from the communicator. “Stardust. Identify yourself and proceed.”

“Barton, EDS 34GII. Emergency. Give me Commander Delhart.”

There was a faint confusion of noises as the request went through the proper channels. The girl was watching him, no longer smiling.

“Are you going to order them to come back after me?” she asked.

The communicator clicked and there was the sound of a distant voice saying, “Commander, the EDS requests...”

“Are they coming back after me?” she asked again. “Won’t I get to see my brother after all?”

“Barton?” The blunt, gruff voice of Commander Delhart came from the communicator. “What’s this about an emergency?”

“A stowaway,” he answered.

“A stowaway?” There was a slight surprise to the question. “That’s rather unusual — but why the ‘emergency’ call? You discovered him in time, so there should be no appreciable danger, and I presume you’ve informed Ship’s Records so his nearest relatives can be notified.”

“That’s why I had to call you, first. The stowaway is still aboard and the circumstances are so different—”

“Different?” the commander interrupted, impatience in his voice. “How can they be different? You know you have a limited supply of fuel; you also know the law as well as I do: ‘Any stowaway discovered in an EDS shall be jettisoned immediately following discovery.’”

There was the sound of a sharply indrawn breath from the girl.

“What does he mean?”

“The stowaway is a girl.”

“What?”

“She wanted to see her brother. She’s only a kid and she didn’t know what she was really doing.”

“I see.” All the curtness was gone from the commander’s voice. “So you called me in the hope I could do something?” Without waiting for an answer he went on, “I’m sorry — I can do nothing. This cruiser must maintain its schedule; the life of not one person but the lives of many depend on it. I know how you feel but I’m powerless to help you. You’ll have to go through with it. I’ll have you


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connected with Ship’s Records.” The communicator faded to a faint rustle of sound, and he turned back to the girl. She was leaning forward on the bench, almost rigid, her eyes fixed wide and frightened.

“What did he mean, to go through with it? To jettison me... to go through with it — what did he mean? Not the way it sounded... he couldn’t have. What did he mean — what did he really mean?”

Her time was too short for the comfort of a lie to be more than a cruelly fleeting delusion. “He meant it the way it sounded.”

“No!” She recoiled from him as though he had struck her, one hand half raised as though to fend him off and stark unwillingness to believe in her eyes.

“It will have to be.”

“No! You’re joking — you’re insane! You can’t mean it!”

“I’m sorry.” He spoke slowly to her, gently. “I should have told you before — I should have, but I had to do what I could first; I had to call the Stardust. You heard what the commander said.”

“But you can’t — if you make me leave the ship, I’ll die.”

“I know.”

She searched his face, and the unwillingness to believe left her eyes, giving way slowly to a look of dazed horror. “You know?” She spoke the words far apart, numbly and wonderingly.

“I know. It has to be like that.”

“You mean it — you really mean it.” She sagged back against the wall, small and limp like a little rag doll, and all the protesting and disbelief gone. “You’re going to do it — you’re going to make me die?”

“I’m sorry,” he said again. “You’ll never know how sorry I am. It has to be that way and no human in the universe can change it….”

“…They’re waiting for you to kill me, aren’t they? They want me dead, don’t they? You and everybody on the cruiser want me dead, don’t you?” Then the numbness broke and her voice was that of a frightened and bewildered child.

“Everybody wants me dead and I didn’t do anything. I didn’t hurt anyone — I only wanted to see my brother.”

“It’s not the way you think — it isn’t that way at all,” he said. “Nobody wants it this way; nobody would ever let it be this way if it was humanly possible to change it.”

“Then why is it? I don’t understand. Why is it?”


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“This ship is carrying kala fever serum to Group One on Woden. Their own supply was destroyed by a tornado. Group Two — the crew your brother is in — is eight thousand miles away across the Western Sea, and their helicopters can’t cross it to help Group One. The fever is invariably fatal unless the serum can be had in time, and the six men in Group One will die unless this ship reaches them on schedule. These little ships are always given barely enough fuel to reach their destination, and if you stay aboard, your added weight will cause it to use up all its fuel before it reaches the ground. It will crash then, and you and I will die and so will the six men waiting for the fever serum.” It was a full minute before she spoke, and as she considered his words, the expression of numbness left her eyes.

“Is that it?” she asked at last. “Just that the ship doesn’t have enough fuel?”

“Yes.”

“I can go alone or I can take seven others with me — is that the way it is?”

“That’s the way it is.”

“And nobody wants me to have to die?”

“Nobody.”

“Then maybe — Are you sure nothing can be done about it? Wouldn’t people help me if they could?...”

…He swung around to face her. “You understand now, don’t you? No one would ever let it be like this if it could be changed.”


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9:18.2 Handout

3 2 1

May 2017 3, 2, 1 Blastoff! Exit Slip: “The Cold Equations”

Blastoff!

Godwin created tension in “The Cold Equations” by the way he structured the text. Identify 3 ways that the structure added to the tension.

Yee claims that cheating is prevalent at Stuyvesant. Provide 2 ways this claim is developed by the text (sentences, paragraphs, or larger portions)

What 1 comment during the Socratic Seminar was most helpful to you in developing your thinking.

Answer the following in 3-5 sentences: Based on what you have read and discussed, do you agree with Michelle Obama’s quote, “You can't make decisions based on fear and the possibility of what might happen.” Explain.


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May 2017

3, 2, 1 Blastoff! Exit Slip: Romeo and Juliet

3 2 1

Blastoff!

Shakespeare created conflict in Romeo and Juilet by the way he structured the play. Identify 3 ways that the structure added to the conflict.

Yee claims that cheating is prevalent at Stuyvesant. Provide 2 ways this claim is developed by the text (sentences, paragraphs, or larger portions)

What 1 comment during the Socratic Seminar was most helpful to you in developing your thinking.

Answer the following in 3-5 sentences: Based on what you have read and discussed, do you agree with Michelle Obama’s quote, “You can't make decisions based on fear and the possibility of what might happen.” Explain.


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9:18.3 Handout

May 2017

Six Hats

One of the most popular of Edward de Bono’s techniques is called “Six Hats.” The idea behind six hats is to remind us to be flexible in our thinking of an issue or an idea; multiple perspectives exist, each with its own value. Each perspective needs to be heard, but no perspective should dominate or the discussion may easily be derailed. When using the Six Hats technique, participants first learn the role of each hat, and then together they put on the same hat and discuss only within the parameters of that hat’s style. After a few minutes, they all take off that hat, and put on another one and proceed to continue the discussion only now within the context of their new hat. The conversation continues until all hats have been worn (for equal amounts of time), and the Blue Hat thinking determines if any hats need to be put on again or the most effective way to proceed. The following is a description of each of the hats and its purpose.

The White Hat: The White Hat represents a sheet of paper full of information. The hat is neutral and objective, concerned primarily with what we know and what we need to find out. The white hat’s emphasis is on data gathering and facts.

Questions/Comments from the White Hat: What information do we have? What information is missing that we still need to know? Are there conflicting data reports? We need more evidence before we decide.

The Yellow Hat: The Yellow Hat represents the sun. Sunny and positive, the Yellow Hat is always searching for the value and benefits of the ideas being considered.

Questions/Comments from the Yellow Hat: This idea has merit because…; What I like about this proposal is… What benefits can we see as a result of using this strategy?

The Black Hat: The Black Hat represents the color of a judge’s robes. As the Devil's advocate, the Black Hat is looking for and introducing reasons why an idea may not work. Serious, cautious, and careful, the Black Hat may prevent people from getting hurt or choosing an ultimately harmful solution.

Questions/Comments from the Black Hat: I am worried that if we act on this idea an unintended consequence might be…; This suggestion is not likely to work because… We tried something similar, and it was not effective because…Have we considered the negative impact this would have on [environment, group of people, achievement, etc.]?

The Green Hat: The Green Hat represents the color of new vegetation. The Green Hat generates new possibilities, better alternatives, and new ideas as they arise spontaneously or in response to other ideas. This hat is great to follow the Black Hat as it can stimulate suggestions to counter the Black Hat’s objections.

Questions/Comments from the Green Hat: What are all the ways this might be improved… If we change [insert element] then it could work; How can we avoid [insert objection] from being a problem? Here’s a way to address this concern…


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The Red Hat: The Red Hat represents the color of the heart and emotion. The Red Hat expresses the feelings and emotions associated with the ideas on the table. The Red Hat never attempt to justify feelings.

Questions/Comments from the Red Hat: Who else is a nervous wreck about this proposal?; I am excited for this new change! I love that idea. I am uncomfortable with the plan.

The Blue Hat: The Blue Hat represents the color of the sky that is above all else. This hat manages and organizes the thinking suggesting the use of other hats to further thinking. The Blue Hat is big picture thinking and can serve to moderate the discussion and suggest ways to improve it.

Questions/Comments from the Blue Hat: What have we achieved so far: Let’s take inventory of where we are in the process. Where do we need to go next to be most effective?; Do we need to revisit any hats before we make a decision?

How to use the Hats

• Everyone should use the same colored hat at the same time. The idea is to maximize use of parallel thinking as everyone pursues the same perspective. Do not have each person in a group represent a different hat; that leads only to argument and defending one’s position.

• Each color is used for a short time, a few minutes, and then a switch is made to another color. • It is possible to return to a color to address new thinking, e.g. after objections are brought up by

the Black Hat, it may be important to get more information (White) or to think of new ideas for solutions to address an issue (Green).

• While there could be reasons to alter this order, one order that works is: yellow, black, green, white, red, blue.

• It is important that the process be regarded as a game with everyone obeying the rules; that is, everyone should be taking on the thinking style of the group’s current hat.

• To represent the hats, you might give each participant a small index card (or paint chip) to represent the color of the hat being discussed. On the card, the description of the hat as well as sample questions/comments from the hat could be included to help spark discussion.


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9:18.4 Handout

May 2017 Critical Thinking Strategy: Socratic Seminars Kristie Speirs Neumeister, Ph.D. and Ginny Burney, Ph.D.

Purpose: Civil discourse is needed in many venues and promotes collaboration and problem solving. Socratic discussion is a technique used to develop civil conversation with the goal of understanding the thoughts and opinions of others. This differs from debate where the purpose is to find flaws in what others are saying and prove that they are wrong.

The power lies in the students owning the learning.

• Selecting an issue that has NO absolute answer, a passage that is rich in inference or open to interpretation, or a topic that can bring up valuable additional perspectives. • Providing students with the questions in advance and providing a short amount a time to finalize thoughts/answers prior to beginning the discussion. • Observing, modeling with previously prepared prompts only when there is a lull in the conversation, but otherwise leaving it to the students to keep the discussion moving. Let them wait 60 seconds before jumping to the rescue. • Encouraging thoughtful reflection on the topic by the follow-up activity. • Not summing up with what the teacher thinks are the important take-aways or by providing students with the answer that will be required on the test (this diminishes the value of the discourse) • Establishing a safe environment for exchange of viewpoints, fostering open-mindedness, and promoting deeper understanding of issues or text.

Rules for Discussion

1. Listen carefully. (No speaking until the current speaker has finished. Use the conch (ala Lord of the Flies) or ask the speaker to select the next respondent from among those indicating a desire to speak next.) 2. Refer directly to the text. (Number the lines.) 3. Build on previous comments in a respectful way. (Post possible response starters in the room.)

Ways to Enter the Discussion

• I agree/disagree with (insert name) because... • I can add to (insert name)’s point and say that...

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• There is evidence for what (insert name) is saying in the reading. On line , you can see.... • Can you clarify what you mean by... • Would you agree with the statement (insert your idea)? • I think I understand what you are getting at, but I am not sure. Can you explain it a little bit more? • Can you show me the part of the reading that made you think that? • I interpreted things differently. What I think is....... • You make an interesting point, but I have a different opinion. My opinion is...

Set-Up: One circle for up to 25 students and/or using an inner circle and outer circle.

Ideas for increasing engagement:

• Before beginning: Are there any words or terms that we need to define before beginning? • Inner circle responsible for one poem (novel passage, piece of art, speech, etc.), outer circle a related work. Switch. • Outer circle uses a rubric for constructive feedback and collaborates with inner circle partner on improvement. (If number of students or classroom space requires this.) • Hot seat in the inner circle where an outer circle person can ask to temporarily be allowed to contribute a thought and then jump back to their place in the outer circle. • Extra credit points awarded by teacher or group for especially well formulated additions. • Develop students as facilitators by having them prepare the questions.

Use Exit Slips

• What comments were particularly helpful to you in developing your own thinking? • What holes did you discover in your own reasoning? • Were there some of your classmates not participating? • What question would have encouraged them to participate? • Were there some who dominated the discussion? • In what ways could you have contributed differently that would have enhanced the

discussion?

Use follow-up writing: Sample: Do you think MacArthur would likely agree with the biographer’s interpretation of the event? Support your view with 3 direct quotes from the readings.

Tips for developing good questions:

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Use Paul’s Reasoning Model to teach students how to view issues or events where two or more people or groups have conflicting views and a vested interest in the outcome. Or, use Paul’s Reasoning Model to look at an issue, article or piece of literature. These can be posted as well.

Questions to ask:

• What is the central issue

• Could you put that another way? • Could you give an example? • Is there anything else involved here that is relevant?

• What are the differing points of view of stakeholders?

• Who would have a different opinion of this? • What would be the objection? Can an alternative be proposed?

• Are there underlying assumptions?

• What else could we assume instead?

• What data or evidence would each stakeholder group use to defend their position?

• What evidence is there? • Is there any reason to doubt the evidence? • What other data or evidence do we need?

• What inferences can be made based on data or evidence?

• What are the implications or consequences of any proposed action?

• What effect would that have? • What is the likelihood of that happening?

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LESSON 19: ROMEO AND JULIET: ACT V


“I am not a product of my circumstances. I am a product of my decisions.”

— Stephen R. Covey

Students discuss how Romeo and Juliet’s perspectives affected their decisions.


OBJECTIVE • To better understand character traits and

tragic flaws • To analyze two themes of Romeo and Juliet • To work together to come to a shared

• To identify the antagonist of the play


• 9-10.RL.1, RL.2.2, RL.2.3, RL.2.4, RL.3.1, RL.3.2 • 9-10.RV.3.1 • 9-10.SL.2.1, SL.2.2 • 11-12.RL.2.3






• Romeo and Juliet: Act V http://www.gutenberg.org/files/47960/47960-h/47960-h.htm • 9:19.1 Handout- 3, 2, 1, Blastoff! Exit Slip


understanding of a text


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• Post the following quote on the board “I am not a product of my circumstances. I am a

product of my decisions.” ― Stephen R. Covey. Discuss the impact of circumstances on decisions. Do students agree with Covey’s perspective? Why or why not? Tell students that today’s discussions are going to focus on the circumstances surrounding Romeo and Juliet, how their circumstances affected their perspectives, and how their perspectives influenced their decisions.


Triple Entry Journals (Shakespeare, Audience, Characters as assigned). Once in their groups, have students discuss Side Two of their Journals in their groups. Students should take turns discussing what they wrote down. They should also make sure to ask each other any questions they had about Act V. When they are finished they should answer 3 on the Exit Slip.

• Next have students get into mixed groups and discuss Act V from different perspectives. Have students share their 3 insights on the Exit Slip. They should also continue to clarify any confusion they have over Act V. When they are finished discussing, they should answer 2 on the Exit Slip.


• Now discuss Act V as an entire class. First of all, address any questions or misunderstandings from students’ Exit Slips. Then discuss Side One of the Triple Entry Journal. Make sure students have a good understanding of juxtaposition and theme, protagonist/antagonist, and tragic flaw by discussing these sections of the Triple Entry Journal if they have not already been brought up by students.

• Finally, have students complete the Blastoff! section of the Exit Slip. This will show you how well they understand the effect of Romeo and Juliet’s circumstances on their decisions.

• Note: Make sure to take the time needed to support your students’ understanding of Romeo and Juliet. You want to make sure that they have a solid grasp of Act V before moving on. If you want to check for individual students’ understanding, you can give them the assessment provided in Appendix C over Act V. Assessing after every Act will provide you with the data you need to support your students’ understanding of the play and differentiate your instruction, as well as provide students with accountability for reading the play and working at understanding it. The discussion and assessment over Act V will take more than just one day.

• Note: This lesson can be modified to include a guest speaker. You can invite the college professor who introduced Shakespeare earlier in the unit to do a final analysis of Romeo and Juliet with your students. This could be done instead of the activities suggested or you could add an extra day for the guest speaker.

VIII. HOMEWORK

• Complete 3, 2, 1, Blastoff! Exit Slip if not finished in class

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• Review Romeo and Juliet for written analysis http://www.gutenberg.org/files/47960/47960-h/47960-h.htm











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9:19.1 Handout

3 2 1


Blastoff!

List the 3 most important decisions your character made.

List the 2 most important circumstances that affected a character’s perspective, and thus decision.


Answer the following in 3-5 sentences: Based on your character’s perspective, would he/she agree with Stephen Covey’s quote, “I am not a product of my circumstances. I am a product of my decisions”? Explain.

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LESSON 20: PERSPECTIVE AND MAKING DECISIONS


“He that has a choice has trouble.” --Dutch Proverb

“Once you make a decision, the universe conspires to make it happen.”

-- Ralph Waldo Emerson

Students participate in an in-class writing activity by using Paul’s Reasoning Model to analyze two works, discussing them in small groups, and then writing a timed essay that applies what they learned to Romeo and Juliet.


OBJECTIVE • To recognize factors that determine

decision making • To apply decision making factors to Romeo and Juliet • To demonstrate understanding of Romeo and Juliet • To learn to manage time when writing a timed essay


• 9-10.RL.2.1 • 9-10.RN.1, RN.2.1, RN.3.1, RN.3.3, RN.4.1 • 9-10.RV.2.4, RV.2.5 • 9-10.W.3.2, W.4, W.6.1, W.6.2b • 9-10.SL.3.2 • 9-10.ML.1 • 11-12.RL.2.1


• Two 45-minute class periods • Day One- Paul’s Reasoning Model over TED Talk and article (this day could take

longer, depending on your students’ comfort level with MLA citations) • Day Two- Timed writing prompt

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• Day Three- Revision of writing


• Individual or partners to complete Paul’s Reasoning Model over article and TED Talk • Whole class to discuss article and TED Talk • Individual to write Romeo and Juliet analysis


• Romeo and Juliet http://www.gutenberg.org/files/47960/47960-h/47960-h.htm • “ How Decision Making is Different Between Men and Women and Why it Matters”

(article) http://www.forbes.com/sites/kathycaprino/2016/05/12/how-decision- making-is-different-between-men-and-women-and-why-it-matters-in- business/#2ca66e584cd3

• “The Mysterious Workings of the Adolescent Brain” (TED Talk) https://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_a dolescent_brain/transcript?language=en

• Computer access or access to the transcript of the TED Talk • Projector • 9:20.1 Handout- Paul’s Reasoning Model • 9:20.2 Handout- TED Talk Graphic Organizer • 9:20.3 Handout- Romeo and Juliet Assessment • 9:20.4 Handout- Student Model


Day One

• Tell students that we are going to look at different influences on decision making and then apply what we learn to Romeo and Juliet.

• Hand out 9:20.1- Paul’s Reasoning Model and have students complete it individually or with a partner over the article “How Decision Making is Different.” When students are finished, discuss the article as a class and allow students to continue to take notes on their handout.

• Then discuss ways that the article could apply to Romeo and Juliet by focusing on specific characters: Romeo, Juliet, Mercutio, the Nurse, Friar Laurence.

• Next, have students complete a second 9:20.1 Paul’s Reasoning Model over the TED Talk “The Mysterious Workings.” When students are finished, discuss the TED Talk as a class and allow students to continue to take notes on their handout.

• Finally discuss ways that the TED Talk could apply to Romeo and Juliet by focusing on specific characters: Romeo, Juliet, Mercutio, the Nurse, Friar Laurence.

• Have students prepare MLA citations for all three works: Romeo and Juliet, “How Decision Making is Different,” and “The Mysterious Workings.” If students are unfamiliar with the MLA method of citing sources, take time to create a Works Cited of all three works, as well as how in-text citations should be done in class. If they are


http://www.forbes.com/sites/kathycaprino/2016/05/12/how-decision-

http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_a


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comfortable with citations, assign this as homework. This will provide students with the scaffolding they need to write their final essays in a timed manner.

Day Two

• Tell students that today they are going to do a timed writing so that they become more comfortable expressing their ideas under pressure. This will help them prepare for the timed writings they will need to do on future standardized tests.

• Pass out 9:20.2- Romeo and Juliet Assessment. Make sure that students have access to Romeo and Juliet, “How Decision Making is Different”, and the transcript of “The Mysterious Workings” so that they can refer to evidence in their essays.

• Students should be given 35-40 minutes to complete the essay. When they have finished their essays, they should self-assess their writing using the rubric.

Day Three

• Explain to students that they are going to write a multi-genre perspectives narrative that synthesize some of their work from throughout the unit. In the same way that Romeo and Juliet provides a window into Shakespeare’s perspective of the world, so this work should be a reflection of their own selves and their perspective of the world.

• Have students get out their drafts of Arguing Your Perspective and self-assessed rubric. Tell them that you are going to discuss the overall qualities of the student model and then assess it together using a rubric. Recommend that they make notes for improvement on their own drafts while you are discussing the model.

• Pass Out 9:3.6 Handout- Arguing Your Perspective Model. Have students read through the model together and mark three things:

o Put a Star by the part that stands out as the best section of the work o Put a Question Mark by any section you found confusing or any writing

technique you want to discuss o Put a Plus Sign somewhere you think more information is needed and explain

what would make the piece stronger. • Have a class discussion over the markings students made. After each marking, pause and

allow students to make notes on their own work on how to improve it based on what they learned from the model and the class discussion.

• Next, as a class, score the writing model. Project the rubric from 9:3.5 and, one category at a time, have each student put a mark on the projected rubric where they think the model would score. Discuss why students would score the model that way and give time for them to annotate revision ideas on their own pieces for each category. Make sure to offer writing suggestions of how the model does/does not meet the rubric requirements during this discussion.

• When students have finished assessing the model, allow them time to revise their own pieces. They can either work with a partner to get additional feedback, conference in small groups with you, or work on their own. Tell students that the revised draft is due the next day and that you would like them to turn in their original version with the self-


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assessment and the revised version the self-assessment done in a different color to show where they feel growth occurred due to the class discussions and their revisions.

• When students turn in their work, make sure to assess it on the same rubric using a different color. This will show students how their assessment compares to yours. This score can then be used as a comparison score for future writings in order to show growth. Also, when assessing their writing, put a checkmark in the box that best represents how the student did for each bullet. Then consider all bullets under one category to give a more holistic score for that category. This provides students with specific feedback in how they were assessed and allows for holistic scoring by the teacher.

• If there are areas that students are weak in, mini-lessons can be offered as needed to help scaffold those skills. Students should be encouraged to continue to revise their work based on the feedback they receive from your assessment and comments and what they learn in any mini-lessons offered in class (or virtually).

• Note: This lesson serves as summative assessment of students’ understanding of Romeo and Juliet. If you would like to give an additional summative assessment over Romeo and Juliet, you can do this either before or after writing the essay.

VIII. HOMEWORK

• Day One- complete Paul’s Reasoning Models if not done in class • Day Two- finish self-assessment if not completed in class • Day Three- finish revisions and self-assessment of second draft


• If students are interested in the psychology of decision-making, they might want to continue to learn about this area of research. Some good starting places are as follows:

• “Why Teens are Impulsive” (podcast) http://www.npr.org/2016/04/15/474348291/why-teens-are-impulsive-addiction- prone-and-should-protect-their-brains

• Inside the Teenage Brain (Frontline- 52:52 min.) http://www.pbs.org/wgbh/frontline/film/inside-the-teenage-brain/


• 9:20.1 Paul’s Reasoning Model • 9:20.2 TED Talk Graphic Organizer • 9:20.3 Romeo and Juliet Assessment • 9:20.4 Student Model


• It is important that students have a strong understanding of the article and TED talk so that the can integrate information from them into their essays. For this reason, any

http://www.npr.org/2016/04/15/474348291/why-teens-are-impulsive-addiction-

http://www.pbs.org/wgbh/frontline/film/inside-the-teenage-brain/


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student who is struggling with comprehending the text should be placed in a teacher- supported group for the reading and Paul’s Reasoning Model Analysis.

• Students might need a workshop to break down the writing prompt and provide feedback on their initial outlines and ideas. Some students might also need additional time to write their essays.


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9:20.1 Handout Paul’s Reasoning Model

Title: ___________________________________________________ Author: __________________________________________

Purpose/Goal: Why do you think the author explores the differences between men and women in decision making?

Points of View: How do men’s points-of-view differ from women’s points-of-view?

Evidence/Data: What three pieces of data does the author provide that you find especially convincing?

Concepts/Ideas: What idea does the article share about traditional decision making advice?

Issue/Problem: How does the problem of stress affect the decision making of men vs. women?

Assumptions: What assumptions can you make about the author’s view about the differences between men and women? Why?

Inferences: What inferences about intuition and decision making can you make?

Implications/Consequences: What are the implications of the “dogsled” issue? How can this be resolved?



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9:20.2

May 2017

TED Talk Graphic Organizer

Name: ___________________________________________

Speaker’s Purpose: What is the speaker’s purpose? Provide evidence.

Agree: What does the speaker say that you agree with?

Speaker’s Evidence: What evidence/sources does the speaker use to back up his/her claim?

Argue: What does the speaker say that you disagree with?

Speaker’s Assumptions: What are the speaker’s opinions or beliefs? Provide evidence.

Aspire: What have you learned from the author (example/non-example) that you can apply to your own life?

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9:20.3 Handout

Romeo and Juliet Assessment

“He that has a choice has trouble.” --Dutch Proverb

“Once you make a decision, the universe conspires to make it happen.” -- Ralph Waldo Emerson

Fate plays a role in the outcome of Romeo and Juliet; however, the decisions of the characters undoubtedly lead to their ultimate destinies. Select a character from Romeo and Juliet and explain how his/her decisions affected the outcome of the play. Analyze why these decisions might have been made citing evidence from “How Decision Making is Different” and “The Mysterious Workings.” Make sure to synthesize evidence from all three pieces: Romeo and Juliet, “How Decision Making is Different”, and “The Mysterious Workings” into your essay.

Essay Rubric (Adapted from IDOE HS English Assessing Rubrics)

Above Expectations

Meets Expectations

Below Expectations


tangents

• Stays focused on the topic and task

• Provides in-depth information and many supporting details

• Explores many facets of the topic

• Includes evidence from all three texts Organization: 10 9 8 7 6 5 • Presents a meaningful, cohesive whole

• Includes a solid introduction and conclusion



Style: 10 9 8 7 6 5 • Includes vocabulary to make explanations detailed

and precise

• The writing is very fluent • Includes varied sentence patterns, including

complex sentences

• Demonstrates the use of writer’s techniques

Voice: 10 9 8 7 6 5 • Establishes and maintains a style appropriate to

purpose

• Demonstrates a sense of audience

• Exhibits an original perspective

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• Demonstrates superior command of punctuation • Demonstrates superior command of spelling

• Demonstrates superior command of grammar

• Demonstrates superior command of paragraphing • Demonstrates superior command of sentence

structure

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9:20.3 Handout

Student Model

Till Death Do Us Part

“He that has a choice has trouble” - Dutch Proverb

“O Romeo, Romeo, wherefore art thou Romeo?” (Act 2, scene ii, line 33). Yes, Juliet. Who

is Romeo? Romeo is a dramatic, moody, ridiculous, hormonal lovestruck teenager. Many of the

choices he made in Romeo and Juliet were just that. Choices. When there is freewill, there are

choices. So, simply put, Romeo and Juliet was all freewill, and not fate: Romeo’s decisions

determined Juliet and his ultimate fate.

First of all, Romeo did not have go to the Capulet’s party. He could have easily went home

and moaned about Rosaline. Alas, he went to the party anyway, and that was where the story of

the star-crossed lovers began. Romeo attended the party in a mask to protect his anonymity, but

once his eyes landed on Juliet, he was smitten. In return, Juliet saw a cute boy looking at her and

was instantly attracted, because who does not love attention? Based on studies, 32 of them,

reported in Forbes magazine, “12 studies found that… men were more inclined to go with their

gut, hunches, or intuitive reactions” (Caprino n.p.). Now, at this point in his life, Romeo would not

be considered a man, but these findings can be applied to adolescent boys as well. Romeo was

instantly struck by Juliet’s beauty, and he went with his gut in pursuing this forbidden relationship

while keeping it a secret from his family.

Romeo also did not have to kill Tybalt, Juliet’s cousin. He could have been furiously mad at

him for killing his dear friend Mercutio, but he should have had enough self-control to restrain

himself from killing him. The Forbes article also stated that cognitive neuroscientist, Mara Mather,

and neurobiologist, Ruud van den Bos, both discovered “that when people are under stress, men

become more eager to take risks. They’ve found that men become laser-focused on rewards when

their heart rates and cortisol levels run high, even if that reward has only a tiny chance of

materializing” (Caprino n.p.). This could explain why Romeo was so focused on revenging

Mercutio’s life, hoping that the consequences would not come. However, he should have known

what he was getting into as soon as he mentally decided to end Tybalt’s life.

Romeo took a huge risk falling for Juliet, knowing she was a Capulet and he a Montague.

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And Juliet reciprocated by taking similar risks for Romeo. According to research, this is no

surprise: “… women in the same stressful situation, bump up their cortisol levels and ask them to

make the same decision, and you’ll see something rather different. Their heads swivel to the risks”

(Caprino n.p.). Did Juliet consider the risks? Everything happened so quickly, that Juliet’s stress

level must have been high, causing her brain to allow her to take risks that she might not have

otherwise. Juliet’s acquiesce made Romeo’s poor decision making even easier…they both walked

the road of tragedy without either one of them considering the results that could happen from their

blithely ignoring the risks.

When considering Romeo’s decisions, it is also essential to recognize that he is in the middle

of puberty himself, which means he is awkward, silly and tends to be melodramatic. He is in the

midst of adolescence. And during adolescence, the brain (more specifically, the pre- frontal

cortex), is not fully developed. In her TED Talk “The Mysterious Workings of the Adolescent

Brain”, Sarah-Jayne Blakemore states, “We know that adolescents have a tendency to take risks.

They do. They take more risks than children or adults, and they are particularly prone to taking

risks when they’re with their friends. There is an important drive to become independent from

one’s parents and to impress one’s friends in adolescence.” Romeo did not have to pursue Juliet.

That again was his choice: freewill. Everything throughout the story seems to be going wrong for

the two, and after everything they have been through, they can’t seem to pull through in the end.

When considering research, though, this does not come as a surprise; adolescents will take more

risks in order to differentiate themselves from their parents. What better way to escape his parents’

control than pursuing a Capulet?

Every decision today requires freewill. There is a choice. In order to understand the choices

others make though, it is essential to recognize factors that influence those decisions. Ages do have

something to do with how people will respond to things. Going through adolescence, people

respond without caution, and just go with it. People live in the moment. When their brains are

more developed, they might respond to things with more caution, and weigh the risks and

consequences more than they would in the middle of adolescence. Gender can also influence one’s

perspective: men and women can look at, and thus respond to, things differently. However, there

is no such thing as fate. Just like life today, Romeo and Juliet’s future was based on their decisions,

their choices, their freewill.

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Works Cited

Blakemore, Sarah-Jayne. “The Mysterious Working of the Adolescent Brain” TED from TED,

Sept. 2012

https://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_…

Caprino, Kathy. “How Decision-Making Is Different Between Men And Women And Why It

Matters In Business” Forbes, 12 May 2016,

http://www.forbes.com/sites/kathycaprino/2016/05/12/how-decision-making-… accessed

3 Nov. 2016

Shakespeare, William. Romeo and Juliet. 2015 Gutenburg. http://www.themodernshakespeare.com/home/romeoandjuliettranslation/act1s…

http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_

http://www.forbes.com/sites/kathycaprino/2016/05/12/how-decision-making-

http://www.themodernshakespeare.com/home/romeoandjuliettranslation/act1s


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LESSON 21: NARRATING PERSPECTIVE


“I want freedom for the full expression of my personality.”

--Mahatma Gandhi

Students revise, synthesize, and annotate pieces of work from throughout the unit to create a Multi-Genre Perspective Narrative.


OBJECTIVE • To revise work to improve its overall quality • To synthesize multiple genres to create a

cohesive whole • To use narrative techniques to develop

experiences, events, and/or characters • To reflect on the writing process using annotations


• 9-10.RV.1 • 9-10.W.1, W.2, W.3.3, W.3.4, W.6.1, W.6.1b • 9-10.ML.1 • 11-12.W.3.3


• One 45-minute class period (additional class time for writing as needed)


• Whole group to explain the writing project requirements and rubric • Individual for writing of narrative


• Bugs- Parker and Wright https://www.amazon.com/Reading-Rainbow-Books-Richards- Wright/dp/0688082963

http://www.amazon.com/Reading-Rainbow-Books-Richards-


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• The Moth: Tips for Storytelling Website http://s3.amazonaws.com/themoth-images-

development/The-Moth-Tips-for-Storytelling-Safety-and-Best-Practice.pdf (This link might not work with Safari, but it will open with Firefox or Google Chrome.)

• Computer access for word processing of multi-genre narrative • 9:21.1 Handout- Multi-Genre Perspectives Narrative Instructions and Rubric • This lesson will use the materials collected in the students’ portfolio throughout the unit:

From You I Learned Meditation, My Mask, Analogy Poem, Sonnet and ½ & ½ Photograph, Maxim Poster, Circumstances SEES Paragraph, Letter to Myself.


• For students who are unsure what a multi-genre piece looks like, show them a page from Bugs (https://www.amazon.com/Reading-Rainbow-Books-Richards- Wright/dp/0688082963/ref=sr_1_sc_1?ie=UTF8&qid=1469468104&sr=8-1- spell&keywords=bugs+reading+rainbo) look inside and go to the pages about horseflies. Ask students to identify the three genres included in the two pages about horseflies in Bugs: poem, encyclopedia-like entry, and labeled illustrations. Explain that in a similar way they are going to tell a story about their perspective by integrating multiple genres into one cohesive story. Students will select the drafts they have written throughout the unit to revise and integrate into a cohesive whole by adding a unifying theme and transitional text.

• Share the information on storytelling from The Moth (http://s3.amazonaws.com/themoth- images-development/The-Moth-Tips-for-Storytelling-Safety-and-Best-Practice.pdf ). This link can be accessed on Google Chrome and Firefox. Assure students that their work will be kept confidential unless they wish to share it, except for during the peer review process in which they will need to share their stories with two other students.

• Read through 9:20.1- Personal Narrative Instructions and Rubric with the students. Keep a list of need-to-knows that students have about the writing project and answer them as fully as possible. Flexibility is critical in this assignment because it requires a lot of creative and critical thinking. It is important to offer some structure to students who would like extra scaffolding, but this should be done in an optional workshop format so that students are not confined to a specific format. Encourage multiple narrative formats: short stories, journals, essays, poems, photo stories, blogs, video-logs, monologues, picture books, comic strips, etc. The goal is for students to choose a writing method to unite the other genres they have already written so that it becomes a cohesive whole—it should not just be an anthology of genres but needs to be tied together with narrative writing. Additionally, students should be encouraged to revise earlier work based on the feedback you gave on the rubrics so that it is improved and flows better when synthesized with other pieces. It is important to make sure that a solid foundation is set so that students understand what is expected by you. The many options of the narrative can make this a little tricky to navigate for both you and the students, so don’t rush this process.

• Tell students that when they have finished revising their multi-genre narratives (Lesson 23), they can submit them for publication to Teen Ink http://www.teenink.com/submit.

• Note: This lesson can be modified to include a guest speaker. You can invite a local journalist, author, or blogger to introduce the concept of narrative and storytelling to your

http://s3.amazonaws.com/themoth-images-

http://www.amazon.com/Reading-Rainbow-Books-Richards-

http://s3.amazonaws.com/themoth-

http://www.teenink.com/submit

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students. This could be done instead of analyzing The Moth or you could add an extra day for the guest speaker.

VIII. HOMEWORK

• Complete a draft of the multi-genre narrative. This will take time and should not be due the next day. Students could spend three or more hours on creating their multi-genre narratives, so schedule a due date accordingly.


• Students interested in storytelling might want to continue to revise their work until they get a piece that they can share with a public audience like at The Moth: True Stories Told Live (https://themoth.org/share-your-story).


• 9:21.1 Handout- Multi-Genre Perspectives Narrative Instructions and Rubric

XI. DIFFERENTIATION SUGGESTIONS FOR MIXED ABILITY CLASSROOMS • This lesson can be scaffolded with multiple mini-lessons or workshops. Use feedback you

have gained from the other two writing prompts in the unit to determine student weaknesses and offer workshops to support those skills. Some mini-lesson/workshop ideas might include effective transitions, strong verb usage, voice, structure/organization, and theme. Allow students to attend as many workshops as they need to improve their writing. Some writing mini-lessons can be found on Smekens Education Solutions website: http://www.smekenseducation.com/Writing/Ideas-Mini-Lessons/#page-1.

http://www.smekenseducation.com/Writing/Ideas-Mini-Lessons/#page-1

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9:21.1 Handout Multi-Genre Perspectives Narrative

“I want freedom for the full expression of my personality.” --Mahatma Gandhi Each person in our classroom has a unique perspective through which he or she sees the world. This perspective comes from different personalities, circumstances, cultures, and decisions. We have explored many of the unique facets of you through writing in various genres throughout this unit. Now it is time for you to express a more holistic view of Self by creating a multi-genre narrative from your unique perspective. This narrative can take many forms (short story, poems, journal entries, essay, photo story, blog posts, video- logs, monologue, comic strip, etc.). It must contain excerpts from at least three of your original genres and one unifying genre. The excerpts can range from including entire revised pieces to an excerpt that allows you to build on the theme that was explored in a previous piece. You will be assessed by the following rubric:

Project Rubric (Adapted from IDOE HS English Assessing Rubrics)

Above Expectations

Meets Expectations

Below Expectations


tangents

• Stays focused on the topic and task

• Provides in-depth information and many supporting details

• Explores many facets of the topic Organization: 20 19 17 16 14 13 • Presents a meaningful, cohesive whole • Includes a solid introduction and conclusion



Style: 20 19 17 16 14 13 • Includes vocabulary to make explanations detailed and

precise

• The writing is very fluent

• Includes varied sentence patterns, including complex sentences

• Demonstrates the use of writer’s techniques Voice: 20 19 17 16 14 13 • Establishes and maintains a style appropriate to

purpose

• Demonstrates a sense of audience

• Exhibits an original perspective Conventions: 20 19 17 16 14 13 • Demonstrates superior command of capitalization • Demonstrates superior command of punctuation

• Demonstrates superior command of spelling

• Demonstrates superior command of grammar • Demonstrates superior command of paragraphing • Demonstrates superior command of sentence structure

Total Score: /100

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LESSON 22: PERSPECTIVES ON ROMEO AND JULIET


“The story you are about to see has been told before. A lot.”

-- Gnomeo and Juliet

Students use attribute listing to determine how elements of Romeo and Juliet have been transformed in different mediums, showing various perspectives on the same source material.


• To analyze how versions of Romeo and Juliet throughout time have interpreted the source differently, showing different perspectives

• To see how Romeo and Juliet has been rendered new in various media

• To understand how media includes or excludes information to have a desired result • To recognize the impact of different interpretations of Romeo and Juliet on the audience


• 9-10.RL.4.1, RL.4.2 • 9-10.RV.3.3 • 9-10.W.6.1d • 9-10.SL.1 • 9-10.ML.2.1, ML.2.2 • 11-12.RL.4.1


• One 45-minute class period (or more depending on selections)


• Individual, partners, or whole class, depending on student/teacher choices


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• “Retellings Ranked” https://www.washingtonpost.com/news/morning-

mix/wp/2015/03/20/retellings-of-romeo-and-juliet-ranked/ • Reduced Shakespeare Company (parody)

https://www.youtube.com/watch?v=qT7YduT4grU • West Side Story (musical) scene clips can be found on YouTube • Gnomeo and Juliet (animation) scene clips can be found on YouTube

https://www.youtube.com/watch?v=D6HpUndEtP8&list=PLYt2oNk4Xd4qWdTqdHQpp Ghe-IquvhOGu

• Salvidore Dali (artwork) http://www.lockportstreetgallery.com/Romeo.htm • “Love Story” (song) https://www.youtube.com/watch?v=8xg3vE8Ie_E • McDonald’s (commercial) https://www.youtube.com/watch?v=GbBSimp84KA • Warm Bodies (zombie movie) trailer found on YouTube • “Back in Afghanistan” (newspaper article)

http://www.nytimes.com/2015/03/08/world/back-in-afghanistan-modern-romeo- and-juliet-face-grave-risks.html?_r=0

• 9:22.1 Handout- Romeo and Juliet Transformations • Computer access (if needed for individual viewing of adaptations)


• Have students read the article “Retellings Ranked” and list different ways that Romeo and Juliet has been transformed over the years.

• Then, as an entire class, determine all the major elements of Romeo and Juliet that have been transformed in various works (characters, plot, setting, language, affect on audience, genre, theme focus, etc.). You can use the SCAMPER technique to discuss each element. SCAMPER is a general-purpose checklist type of approach to help you think in more creative ways. It is based on the idea that everything new is really a modification of something else. SCAMPER is an acronym for these ways to generate new ideas. More information can be found at http://litemind.com/scamper/

• Substitute: Think about replacing part of the problem, product or process with something else. By looking for replacements you can often come up with new ideas. You can change things, places, procedures, people, ideas, and even emotions.

• Combine: Think about combining two or more parts of your problem to create a different product or process or to enhance their synergy.

• Adapt: Think about adapting an existing idea or product to solve your problem. • Magnify or Minify: Think about ways to magnify or exaggerate your idea. Or think

about making the product bigger or smaller. • Put to Other Uses: Think of how you might be able to put your current idea to

other uses, or think of what you could reuse from somewhere else in order to solve your own problem.

• Eliminate: Think of what might happen if you eliminated parts of your idea or parts of a product. Simplify, reduce or eliminate components. You can gradually narrow your challenge down to that part or function that is most important.

• Rearrange (or Reverse): Think of what you would do if part of your problem, product or process worked in reverse or were done in a different order.

http://www.washingtonpost.com/news/morning-

http://www.youtube.com/watch?v=qT7YduT4grU

http://www.youtube.com/watch?v=D6HpUndEtP8&list=PLYt2oNk4Xd4qWdTqdHQpp

http://www.lockportstreetgallery.com/Romeo.htm

http://www.youtube.com/watch?v=8xg3vE8Ie_E

http://www.youtube.com/watch?v=GbBSimp84KA

http://www.nytimes.com/2015/03/08/world/back-in-afghanistan-modern-romeo-

http://litemind.com/scamper/

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• Pass out 9:22.1 Handout—Romeo and Juliet Transformations and write one category from your class per box (you can determine the top six as a class or let each individual student select from the class list you made earlier). You can use this handout as a formative assessment in order to determine how well your students understand the ways that works can be transformed, or you can use it as a form of prewriting for your students to create an infographic (Handout 9:22.2) (optional) depending on how much time you want to devote to this activity and how much time you need to offer feedback to your students on their narratives.

• Explain to students how you are going to analyze the transformations from one option, or a combination of options, below:

• Provide links to the adaptations of Romeo and Juliet and allow students to view the transformations individually or with a partner while completing the 9:22.1 Handout (you can assign one handout per adaptation or have students take notes for all adaptations on one handout using different color pencils or highlighters for different titles). While students are working, you can conference with individuals on their narratives. After everyone has viewed the adaptations, host a class discussion on how various genres have drawn from and transformed Romeo and Juliet throughout time and the effects of these adaptations on their audiences. Make sure students notice the effect of different perspectives on the same source on the adaptation of that text. Then have students create infographics that visually display their learning (optional). Note: This option will take four to five class periods but will allow time for individual conferencing and time to work on the narrative at home.

• Watch the adaptations of Romeo and Juliet as an entire class while students complete the 9:22.1 Handout (you can assign one handout per adaptation or have students take notes for all adaptations on one handout using different color pencils or highlighters for different titles). While students are watching the adaptations, you can conference with individuals on their narratives. After everyone has viewed the adaptations, host a class discussion on how various genres have drawn from and transformed Romeo and Juliet throughout time and the effects of these adaptations on their audiences. Make sure students notice the effect of different perspectives on the same source on the adaptation of that text. Note: This option will take four to five class periods but will allow time for individual conferencing and time to work on the narrative at home.

• Assign different adaptations to different groups of students and have them complete the 9:22.1 Handout. Host a class discussion on how various genres have drawn from and transformed Romeo and Juliet throughout time and the effects of these adaptations on their audiences. Make sure students notice the effect of different perspectives on the same source on the adaptation of that text. Then have students create infographics that visually display their learning (optional). Note: This option will allow you to get through the lesson in one to two class periods but will not allow time for individual conferencing or extra days to work on the narrative at home.

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• Optional: Have students create infographics over their learning about the adaptions of Romeo and Juliet. Show students examples of infographics online and then give them time to create a digital or print infographic to visually explain their own learning.

• Note: This lesson offers a lot of flexibility to meet the needs of your students. In addition to the modifications you can make listed above, you can also incorporate some of the next lesson into this time by working on revisions and editing while students are making their infographics. For example, you can conference with students while they are watching the various pieces and taking notes. Then you can have students work on Lesson 23 revisions and editing for part of a period and their infographics for this lesson for part of the period. This allows class time for you to give different groups of students different levels of support.

VIII. HOMEWORK • Work on narrative essay

IX. INTERDISCIPLINARY CONNECTIONS OR ENRICHMENT POSSIBILITIES • The list of adaptations included in this lesson is just a starting point. Students who

are interested in film or adaptations might want to research and view the 30+ film adaptations of Romeo and Juliet (http://www.tcm.com/this- month/article/191916%7C0/Romeo-and-Juliet.html).

X. LESSON HANDOUTS OR ASSESSMENTS ATTACHED • 9:22.1 Handout- Romeo and Juliet Transformations • 9:22.2 Handout- Romeo and Juliet Infographic


• Some pieces are easier to analyze than others. In order to differentiate, you can provide HA students with more challenging works like Dali’s artwork or “Back in Afghanistan” newspaper article. This will provide more opportunity for critical and creative thinking. Students who struggle with independent analysis can be assigned Gnomio and Juliet or the McDonald’s commercial where the comparisons are easier to see.

http://www.tcm.com/this-

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9:22.1 Handout

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Romeo and Juliet Adaptations

Directions: Select six of the attributes of Romeo and Juliet that can be transformed in different adaptations and put them in the boxes below (put the attributes you think will have more examples in the bigger boxes). Then view adaptations of Romeo and Juliet and list how each version transformed the original source.

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Handout 9:22.2

Instructions:

Romeo and Juliet Infographic

Romeo and Juliet has been transformed many times throughout history. Create an infographic that explains how the text has been transformed. The pieces you use in infographic can be those we view in class, as well as those you have viewed on your own. Your infographic must answer the following questions:

• How do various adaptations show different perspectives of Romeo and

Juliet? • How has Romeo and Juliet been rendered new using various media? • Why do different media include or exclude information to obtain varying

results? • What is the impact of the various adaptations on the audience?

Your infographic can either be done digitially or on paper.

Infographic Assessment Checklist

Above Expectations

Meets Expectations

Below Expectations

Information My infographic fully answers the questions posed.

My infographic includes details and examples from multiple sources.

My infographic is clearly organized to support viewer understanding of the topic.

My infographic includes a full bibliography of all sources used.

Graphics The visuals used in my infographic support my text and enhance viewer understanding.

My font is neat, easy to read, engaging, and supports my topic.

My use of color and space is inviting and supports reader engagement.


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LESSON 23: NAVIGATORS AND SCRUTINEERS


“I’m not telling you it’s going to be easy-- I’m telling you it’s going to be worth it.”

-- Art Williams

Students use the peer review process to help each other revise and edit their work by providing a different perspective. They then make revisions and self-assess their own work using the rubric and annotated evidence.


OBJECTIVE • To use a rubric to provide feedback that

leads to revision • To peer conference in order to respond thoughtfully to another’s work, summarize points of

agree/disagreement, and justify personal views • To use conventions skills to edit another’s work • To revise own work based on other’s feedback • To self-assess own work and annotate evidence


• 9-10.RV.1 • 9-10.W.2, W.4, W.6, W.6.1, W.6.1e, W.6.2b, W.6.2c • 9-10.SL.1, SL.2.1, 2.5 • 11-12.W.4


• Two 45-minute class periods • Day One- Students use the peer review process to revise each other’s work and

complete a second draft • Day Two- Students use the peer review process to edit each other’s work and complete

a final draft



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• Partners for revision and editing • Individual for revision and self-assessment/annotation


• 9:23.1 Handout- Navigating Revision • 9:23.2 Handout- Scrutineer Editing • 9:23.3 Handout- Self-Assessment Instructions • Computer access (if needed for revisions) • First drafts of Multi-Genre Perspective Narrative


Day One

• Explain to students that we are going to focus on revising our work based on the feedback for others. In the same way that a navigator of a ship looks at a map and gives the captain directions on how to adjust to make sure the ship stays on course, we are going to look at the rubric and give the author feedback on how to improve in order to make sure the narrative meets the requirements.

• Have students either select a revision partner or provide partners for students. This will depend on class dynamics and students’ willingness to share their personal narratives. You want to make sure that students get valuable feedback in way that makes them feel safe.

• Pass out 9:23.1 Handout- Navigating Revision. Tell students to read through the work they have been given (of a different student) and provide feedback by following the instructions on the handout. Students should be thoughtful about this process—remind them that the author is the “captain” of the work and they are only offering feedback as suggestions for improvement.

• When students are finished with the handout, they should give it back to the original author for revision. Authors should be reminded that the navigator is only offering advice based on the “map” they were given, but that they are the “captain” of their work and should revise in a way that is most authentic to themselves.

• While students are revising each other’s work, hold mini-workshops that focus on the main writing issues you have seen in their previous work (e.g., thesis statements, transitions, voice, word choice, etc.). This will allow you to work with small groups of students, focusing on their individual areas of weakness.

Day Two

• Have students partner with another student for editing feedback on the second draft of their work. Once again, how to partner students should be based on class dynamics: students can use the same partners as yesterday, or they can be partnered (or select partners) that they have not worked with before.

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• Tell students that when a process requires rigorous oversight a scrutineer is called in to help prevent mistakes. Today students are going to act as scrutineers to help ensure that the correct conventions are used throughout their partners’ narratives.

• Pass out 9:23.2 Handout- Scrutineer Editing. Tell students to read through the work they have been given (of a different student) and provide feedback by following the instructions on the handout.

• When students are finished with the handout, they should give it back to the original author for revision.

• As students receive their feedback, they should begin their final revisions. When all editing is complete, students should print a final draft of their narrative and use 9:23.3 Handout- Self-Assessment Instructions to self-assess their own work by annotating evidence from their narratives.

• While students are editing each other’s work, hold mini-workshops that focus on the main writing issues you have seen in their previous work (e.g., thesis statements, transitions, voice, word choice, etc.). This will allow you to work with small groups of students, focusing on their individual areas of weakness.

• Note: when students have finished writing their narratives, put the burden of proof on them. Have students self-assess using the rubric. Then have students annotate their narratives and rubrics to show you specifically how they met all of the criteria. This serves multiple purposes. Because the narratives are so personal, students can be extra sensitive to feedback, so it is nice for them to be extra-aware of the rubric before submitting their pieces. Also, due to the fluidity of the format, it can be hard to assess exactly how the student did/didn’t meet the criteria of the rubric. For this reason, self-assessment and annotations are greatly beneficial in order to ensure that you did not miss anything.

VIII. HOMEWORK

• Day One: Make revisions on Multi-Genre Perspective Narrative and bring second draft back tomorrow

• Day Two: o Make revisions on Multi-Genre Perspective Narrative based on editing advice o Self-assess and annotate Multi-Genre Perspective Narrative


• Students interested in the political process or history of words might find it interesting to do more research on the word scrutineer and the role scrutineers have played in elections.


• 9:23.1 Handout- Navigating Revision • 9:23.2 Handout- Scrutineer Editing • 9:23.3 Handout- Self-Assessment Instructions


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• Some students will be fine working through the handouts and offering revision/editing feedback on their own; however, many students could benefit from going through the handouts as a class step-by-step. You can set a timer for various stages or use your best judgment, but working at the same pace as the class will ensure that all students spend enough time on each section to give thoughtful feedback while not getting bogged down in just one area. Note: high ability students should work with other with HA students so that they are working (hopefully) on nuances instead of conventions.

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9:23.1 Handout

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Navigating Revision

Step One: Read through the work in its entirety. Step Two: Mark the following on the narrative:

Put a STAR beside the best piece of the writing—highlight the best part of this piece. Put a PLUS SIGN where you think the author should add more information. Put a MINUS SIGN where you think the author should take out information. Put a QUESTION MARK by anything that is unclear.

Step Three: Provide more specific feedback based on the rubric. Make sure to mark

evidence from the narrative to support your assessment.

The narrative… Yes Mostly No Evidence Includes three revised genres Number the genres included

Presents an unifying theme Identify the theme:

Stays focused (no going off on tangents)

Strike through any tangents

Includes an engaging intro and satisfying conclusion

Underline the introduction and conclusion

Uses smooth transitions Circle transition words/phrases

Includes a varied vocabulary Highlight interesting word choices

Uses a variety of sentence structure

Identify one of each of the following: simple, compound, complex, compound/complex

Demonstrates a use of writer’s techniques

Put a SMILE by imagery, dialogue, humor, suspense, etc.

Step Four: Conference with your partner. Explain the feedback you have marked on each

other’s narratives. Make sure to explain what you like (I like…) and what can be improved (I wonder if…).

Step Five: Revise your work based on the feedback you have been given by your Navigator.

9:23.2 Handout

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Scrutineer Editing

Step One: Read through the work in its entirety.

Step Two: Read through the work a second time, this time editing for any conventions mistakes you notice: capitalization, punctuation, spelling, grammar, paragraphing, and sentence structure.

Step Three: Check the work a third time by doing one of the following to slow you

down: Read the work aloud. As you are reading, edit for any conventions mistakes

you notice: capitalization, punctuation, spelling, grammar, paragraphing, and sentence structure.

Read the work backwards sentence-by-sentence (not word-by-word). As you are reading, edit for any conventions mistakes you notice: capitalization, punctuation, spelling, grammar, paragraphing, and sentence structure.

Step Four: Assess the narrative’s conventions (assuming the changes you made are corrected).

Conventions: Almost Perfect

Really Good

Still Needs Work

• Demonstrates superior command of capitalization

• Demonstrates superior command of punctuation

• Demonstrates superior command of spelling


• Demonstrates superior command of paragraphing

• Demonstrates superior command of sentence structure

Step Five: Conference with your partner. Explain the feedback you have marked on each other’s narratives. Make sure to explain what you like (I like…) and what can be improved (I wonder if…).

Step Six: Revise your work based on the feedback you have been given by your

Scrutineer.

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9:23.3 Handout Self-Assessment Instructions

Directions: Complete the self-assessment by scoring your narrative based on the rubric provided. Make sure to provide evidence for your scores by annotating your narrative. For example, you might check “Meets Expectations” for “Presents a unifying main idea without going off on tangents,” and put a “1” by a place that you notice you went a little off topic. Beside the number, you need to write an explanation: “I mostly stayed on topic, but I noticed that I went off on a tangent in this paragraph.” You need to self-assess all criteria; however, you only need provide evidence/annotations for seven of the fifteen. (Conventions should not be annotated, as all recognized mistakes should already be corrected.)

Essay Rubric (Adapted from IDOE HS English Assessing Rubrics) Above Expectations

Meets Expectations

Below Expectations

Ideas and Content: 20 19 17 16 14 13 1. Presents a unifying main idea without going off on

tangents

2. Stays focused on the topic and task

3. Provides in-depth information and many supporting details

4. Explores many facets of the topic

Organization: 20 19 17 16 14 13 5. Presents a meaningful, cohesive whole 6. Includes a solid introduction and conclusion

7. Progresses in an order that enhances the meaning of the text

8. Includes smooth transitions between sentences and paragraphs

Style: 20 19 17 16 14 13 9. Includes vocabulary to make explanations detailed and

precise

10. The writing is very fluent

11. Includes varied sentence patterns, including complex sentences

12. Demonstrates the use of writer’s techniques

Voice: 20 19 17 16 14 13 13. Establishes and maintains a style appropriate to purpose 14. Demonstrates a sense of audience 15. Exhibits an original perspective


• Demonstrates superior command of punctuation • Demonstrates superior command of spelling


• Demonstrates superior command of paragraphing • Demonstrates superior command of sentence structure

Total Score: /100

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LESSON 24: TURNING MIRRORS INTO WINDOWS


“The whole purpose of education is to turn mirrors into windows.”

-- Sydney J. Harris

Students curate, create, and integrate material to help other teens understand their own perspective, recognize the perspectives of others, make effective decisions, and resolve conflict in order to create and maintain strong relationships.


OBJECTIVE • To conduct research to learn more about

elements affecting perspective (personality, relationships, culture)

• To work with others to create a plan, determine deadlines, and assign individual roles

• To evaluate the credibility of multiple sources of information and appropriately integrate information into a final product

• To create an engaging final product that is based on research, incorporates a variety of media, and supports others’ understanding of perspective


• 9-10.RV.2.4, RV.2.5 • 9-10.W.5, W.6.1, W.6.1b, W.6.1e • 9-10.SL.1, SL.2.3, SL.3.1, SL.4.1, SL.4.2, SL.4.3 • 11-12.SL.4.2


• Eight 45-minute class periods using SPARK Problem Solving Process • Day One- Introduce the project and work through knows/needs-to-know • Day Two- Answer any questions and introduce Check In benchmarks • Days Three-Seven- Student work time • Day Eight- Student presentations

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• Whole class for project guidelines and presentations • Partners or small groups for project work


• Student-select sources • Computer access • Whiteboard/chart paper • Projector (for presentation day) • “How Great Leaders Inspire Action”

https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action • “How to Give a Killer Presentation” https://hbr.org/2013/06/how-to-give-a-killer-

presentation • 9:24.1 Handout- SPARK Problem Solving Process • 9:24.2 Handout- Project Entry Document • 9:24.2 Handout- Project Rubric • 9:24.3 Handout- Project Check-In • 9:24.4 Handout- Source Credibility Rubric • 9:24.5 Handout- Group Reflection • 9:24.6 Handout- Individual Project Reflection • 9:24.7 Handout- 4-Level Sentence Analysis


Day One

• Explain the focus of this unit has been on learning more about ourselves. In the same way that we look into a mirror to better understand our physical appearance, we have been looking into the mirror of our lives to better understand our personality, family, circumstances, and society so that we have a clearer understanding of who we are. Tell students that today we are going to use our unique perspectives to help support others in becoming their best selves; in order to help others, we are going to turn our mirrors into windows. To guide our thinking throughout this project, we are going to use the 9:24.1 SPARK Problem Solving Process. Project development and problem solving are rarely a linear path to the top of the mountain. Step 4—Push, Pull, Piggyback is frequently a part of many steps of the process as ideas are tried out and modified.

• First start with the Problem Identification and Parameters. Pass out 9:24.1- Project Entry Document to students. Have students read through the document individually and create a know/need-to-know list (the knows are what they understand about the project so far; the needs-to-know are what they still need instruction on in order to complete the project). If your guidance department is willing, this letter could be replaced by a counselor coming into your room to present the problem to your students. Talk with the counselor in advance. It is good not to be too specific in the project presentation stage as few

http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

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assignments are clear in real life. Try to discuss more about the problem and less about guiding them to a specific solution. Focus on the purpose of the product and the need for credibility. Students can come up with their way to demonstrate that. To make it seem authentic, if the counselor comes in, that person can provide the deadline (in order to get it approved by the school board, loaded on the website, etc. it needs to be done by such and such a date). Note: Rubrics for the project should be shared with students at an appropriate time so that they understand how their work will be assessed.

• As an entire class, have students share their knows (what they understand about the project requirements) and write them on a whiteboard or chart paper. Then have students share their need-to-knows (what they still want to find out in order to complete the project) and record their questions on the whiteboard or chart paper.

• Answer the “process” need-to-know questions so that students feel more comfortable with project (e.g., When is this due? Do we have groups? How do we present?). There are many product choices. You need to select a format that you think will work best for what you want to share with others in order to support them in gaining perspective. It is important for you to find a format you enjoy working with that you think will be effective for sharing the information you curate). It is okay to leave some needs-to-know unanswered, as these become the guiding questions for students to answer themselves throughout the project (e.g., How can I help other people better understand their own personality? What effect does personality have on perspective? How do relationships affect perspective? What is conflict resolution?).

• When students have the information you are willing to provide, create groups for the project. Grouping should be done based on class dynamics: you can allow students to select their own groups, have them grouped based on similar personality types, create homogenous groups based on ability, etc. Also, group size can range from 2-4 students. It is important, though, that grouping is done intentionally for such a large project and is not a random selection of students.

• The focus now is on finding additional Parameters and coming up with Possibilities. After groups are formed, pass out 9:24.2 Handout- Project Rubric. Allow students to look through the rubric and ask any clarifying questions.

• As an entire class, have students share their knows (what they understand about the project requirements) and write them on a whiteboard or chart paper. Then have students share their needs-to-know (what they still want to find out in order to complete the project) and record their questions on the whiteboard or chart paper. Answer any needs-to-know as appropriate.

Day Two:

• Students should be sitting with their new groups for the remainder of this project. Pass out 9:24.3 Handout- Project Check-In. Explain that the Check-In sheet is to help ensure that students stay on track with the project. Tell students that they will be working on their own for the next several days, and you will be available to answer questions and for check-ins. Answer any questions students have about the check-in sheet.


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• Emphasize to students that it is important that they only include credible information in their final product.

• This work time should help students finish the Possibilities part and begin the Push, Pull, Piggyback step. Give students time to work. Tell them they are now responsible for their own time and progress. They should use the 9:24.3 Handout- Project Check-In to make sure the stay on track and to conference with you.

Days Three - Seven:

• The work time over the next several days will give students time to work through the Push, Pull, Piggyback, Proposal, Product, and Proof steps of the problem solving process. Give students time to work. Remind them they are now responsible for their own time and progress. They should use the 9:24.3 Handout- Project Check-In to make sure the stay on track and to conference with you.

• Students will need varying amounts of support through this process, which can be given through optional workshops that scaffold learning gaps. Potential workshops could include the following: making a plan, finding credible sources, gathering information from sources, integrating information without plagiarizing, writing an MLA Works Cited page, composing a list of the do and do nots of presenting, etc.

• Note: At some point during this time, make sure to teach students how to set up an effective presentation. Have students view Simon Sinek’s TED Talk “How Great Leaders Inspire Action” (https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action) and “How to Give a Killer Presentation” https://hbr.org/2013/06/how-to-give-a-killer- presentation and apply what they learn to their own project presentation.

Day Eight:

• Opening Activity: Complete a 4-Level Analysis over the following sentence: • This above all: to thine own self be true.

--William Shakespeare

• Use 9:24.7 Handout- 4-Level Sentence Analysis (Teacher Edition) • Today is presentation day. Allow students to use the projector (if needed) to present their

work. If some students are still working due to extensions or enrichment possibilities, they should present what they have completed so far and share their final ideas for the project. This will allow you to assess their oral presentation skills and give the class an idea of what their project will be. If your guidance department is willing, a guidance counselor could come in to watch presentations and offer feedback to your students.

• Now it is time for Playback. After presentations are completed, have students complete 9:24.5 Handout- Group Reflection.

• As groups finish their group reflections, have them complete the 9:24.6 Handout- Individual Project Reflection over the project.

VIII. HOMEWORK

http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action)


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• Days 2-7: Students will have project homework as assigned by the group • Day Eight: Students should finish 9:24.6 Individual Project Reflection if not done in class • Note: If students are given an extension, they will need to complete the project on their own

time and submit it to you as agreed upon.


• Students might want to choose a format that integrates information from one of their interests. For example, students could create a computer program that requires additional research into computer programming. These connections could require more time for students to work and/or less information required in the project. Use the 9.24.3 Handout Project Check-In to support students in integrating enrichment possibilities.

• Students who are interested in helping other teenagers might want to check out Teen Line https://teenlineonline.org/. This website allows teen volunteers to support other teenagers who are struggling with common life issues.


• 9:24.1 Project Entry Document • 9:24.2 Project Rubric • 9:24.3 Project Check-In • 9:24.4 Source Credibility Rubric • 9:24.5 Group Reflection • 9:24.6 Individual Project Reflection


• It is important to scaffold projects through the use of workshops. In a workshop format, mini-lessons are offered on an as-needed basis. Some students may need to use the Source Credibility Rubric; you can have a workshop where you invite any student who wants to see a model of how to use the Source Credibility Rubric to come learn in a small group format. If you know a student is struggling, you can require him/her to attend the workshop. Also, the workshop format allows students who do not need the additional support to continue to work on their own. Workshops allow flexible support at the level needed for every student in the room.

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9:24.1 Handout

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9.24.1 Handout

Dear Student,

As I am sure you already know, the teenage years are a time of change: changing friend groups, changing bodies, changing priorities, changing relationships with parents, changing interests, changing perspectives.

Our office wants to better support students as they go through their changing teen years by offering them resources that help them become more successful by gaining insight and skills in the following areas:

• Identifying their own perspective (personality, relationships, societal/cultural influences)

• Understanding the perspectives of others • Learning ways to make good decisions • Knowing how to resolve conflict

The overall goals of our office are to support students in understanding who they are and to help them create and maintain strong relationships. In order to ensure that our material is user-friendly and credible for our student population, we thought it would be most effective to have it be student-created. We ask that you select one or more topics from the list above and create material that we can share with other students. We want you to use your unique perspective and talents to support others; therefore, the format of the resource is very flexible—however you feel you can best communicate your ideas to other students. Our students have diverse interests and talents just like you, and we want to support these by offering a variety of ways to access the information they need. Who better to support teens than students who can use their own perspective?

As you create your support material, we also ask that you remember that all information and resources need to be credible. Our office cannot be held responsible for promoting information and websites that are not deemed as a credible source. Therefore, we ask that you provide us with strong evidence of credibility. We will keep these on file so that we can answer any questions students or parents might have about the information shared in your product.

Thank you for supporting our office in helping other students navigate the ever-changing teenage years. We greatly appreciate your unique perspective on this topic. We look forward to reviewing your final product!

Sincerely,

High School Guidance Team

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9:24.2 Handout

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Project Rubric

Exceeds Expectations

Meets Expectations

Below Expectations

PROJECT: HOW WELL DID STUDENTS CREATE MATERIAL TO SUPPORT OTHER STUDENTS’ UNDERSTANDING?

Supports other students’ understanding of one or more required topics 20 19 17 16 15 14

Integrates multiple sources of information from diverse formats (websites, articles, TED Talks, video, etc.) 20 19 17 16 15 14

Creates engaging final product that presents information clearly, concisely, and logically to support audience understanding 20 19 17 16 15 14

RESEARCH: HOW WELL DID STUDENTS INTEGRATE A VARIETY OF CREDIBLE SOURCES INTO THE PROJECT?

Assesses credibility of each source used with detailed supporting evidence 20 19 17 16 15 14

Avoids plagiarizing and overly relying on any one source 20 19 17 16 15 14

CONVENTIONS: HOW WELL DID STUDENTS EDIT THEIR WORK TO ENSURE PROPER USE OF CONVENTIONS?

Demonstrates command of Standard English grammar and usage, capitalization, punctuation, and spelling in Project 20 19 17 16 15 14

Demonstrates command of Standard English grammar and usage, capitalization, punctuation, and spelling in Presentation 20 19 17 16 15 14

PRESENTATION: HOW WELL DID STUDENTS COMMUNICATE THEIR LEARNING TO OTHERS?

Creates engaging presentation that is appropriate to purpose, task, and audience 20 19 17 16 15 14

Makes strategic use of digital media (e.g. text, graphics, audio, visual, interactive) to add interest and understanding 20 19 17 16 15 14

Demonstrates strong presentation skills (e.g. pacing, eye contact, use of notes, volume, etc.) 20 19 17 16 15 14

COLLABORATION: HOW WELL DID STUDENTS WORK WITH OTHERS AND COMPLETE INDIVIDUAL PORTIONS OF WORK?

Works well with peers to set guidelines for project work (e.g. goals, deadlines, roles, etc.) 20 19 17 16 15 14

Completes individual work on time and at a high-level of quality 20 19 17 16 15 14

OTHER: HOW DID STUDENTS USE EXTENSTIONS OR ENRICHMENT OPPORTUNITIES TO MODIFY THE ASSIGNMENT?

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9:24.3 Handout

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Project Check-In

Directions: When you have finished each checkpoint, conference with your teacher and get your box initialed before moving on to the next checkpoint. This will provide frequent feedback to ensure you meet all project requirements.

Checkpoint One: Possibilities; Proposal; Push, Pull, Piggyback

Consider the Problem Identification and Parameters discussed as a class, read through the Project Check-In List and come up with a plan (deadlines, roles, etc.) to ensure you complete the work on time. Write down your plan.

Work with your group to determine which topic(s) your group is going to research. Find 1 credible source Show your plan, topic, and Source Credibility Rubric to your instructor for feedback.

Checkpoint Two: Proof; Push, Pull, Piggyback

Find a minimum of 3 additional credible sources (use a variety of formats: video, website, article, graphic, etc.).

Create a list of information and links that you want to integrate into your project. Show your credible sources and list of information to your instructor for feedback.

Checkpoint Three: Possibilities; Proposal; Push, Pull, Piggyback

Determine the format you want to use to share your information with others (Glogster, storybook, computer program, brochure, website, etc.).

Create a plan (sketch, outline, web, etc.) that shows what information you want to include, how you will include it, who is in charge of various sections, and when the deadlines are.

Show your plan to your instructor for feedback.

Checkpoint Four: Project; Proof; Push, Pull, Piggyback

Create your project. Integrate all information, credible sources, and websites needed.

Create a MLA Works Cited page for all sources used. Show your project and references page to your instructor for feedback.

Checkpoint Five: Playback; Product; Push, Pull, Piggyback

Make revisions on your project and references page. Create your presentation. Show your revised project and presentation plan to your instructor for feedback.


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9:24.4 Handout

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Source Credibility Rubric Source Title: Source Web Address:


Who is the author?



to find







• The sponsoring organization is clearly identified

• The sponsor of the website is well-known and highly respected












five years old.

















provided

Ratings


Credible 18 - 22


13 - 17


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9:24.5 Handout

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Group Reflection

Directions: Divide the circle into a pie graph that shows the amount of work done by each member of the group. Then complete the table using the rubric below. Finally, answer the reflection questions.

Name % of Work Group Rating Reason from Rubric

Rubric

Exceeds Expectations Meets Expectations Below Expectations Works hard to make sure everyone in the group knows what needs to be done

Completes individual tasks on time at a good level of quality

Does not devote the time and effort required to meet group deadlines

Strong individual progress and gives helpful feedback to other group members

Takes care of individual progress but does not take responsibility for the group as a whole

Does not take direction well from others

Strong leadership, communication, and/or work ethic skills

Good leadership, communication, and/or work ethic skills

Little leadership, communication, and/or work ethic skills


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9:24.6 Handout

Individual Project Reflection

Directions: Reflect on your growth as a person and learner by answering one of each pair of the following questions. Question responses should be 2-4 sentences in length.

Learning from the Past

• In what ways have you improved as a learner by working on this project? • In what ways do you think you still need to improve?

Learning from Yourself

• What was especially satisfying to you about the learning process or your final product? • What did you learn about yourself as you worked on this project?

Learning from Others

• What is one thing you learned from another student’s work that you would like to try next time? • If you were the teacher, what comments would you make about your final product?

Learning for the Future

• What would you change if you had the chance to do this project again? • What is one goal you would like to set for yourself in the future?


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LESSON 25: POST ASSESSMENTS


• Administer the post-assessments. It is important that these be administered after all instruction.

o Grammar o Concept o Text o Writing


• To determine assessment of growth


• 9-10.W.6.2b • 9-10.W.6.2c • 9-10.RV.2.4 • 9-10.RV.2.5


• 90 - 120 minutes


• Students complete these individually


• Post-assessments included here


• Administer the post-assessments and compare to pre-assessments as a measurement of growth.

• Teacher should grade post-assessments with the rubrics provided and compare to retained pre-assessments for comparison at the end of the unit.

VIII. HOMEWORK

IX. INTERDISCIPLINARY CONNECTIONS, ENRICHMENT POSSIBILITIES, OR RESOURCES


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• Handout 9:25.1 Post-Assessment: Part A • Handout 9:25.2 Post-Assessment: Part B • Handout 9:25.3 Rubric (for teacher use)


• All pre-assessments are likely to provide valuable information for instructional planning and to determine growth from the beginning to the end of the unit for all students for Grade 9.

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Handout 9:25.1

Post-Assessment IHALA Phase II Grade 9 PART A


Part A

Section I Concept of Perspectives Student

Score 1. What are perspectives? In the space below, write as many examples of perspectives as you can come up with in the next five minutes.

2.Describe how perspectives are related to the following: a. international relations

b. art

c. social interactions (relationships)

3.What are three things that are true about all perspectives? These should be statements that would be true for all the examples you have given in number 1.

d. Perspectives_____________________________________________________________________

e. Perspectives_____________________________________________________________________

f. Perspectives_____________________________________________________________________

Total Score for Concept Section (20 possible)

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Section II Grammar Student Score

4. In the following paragraph, correct the mistakes in grammar and usage.

Write the correction above the mistake.

The English language proverb and nursery rhyme If wishes were horses, beggars

would ride originated in the 16th century and the suggestion of it’s meaning is that if

one could simply wish for something to happen than even people in dire

circumstances could have everything they desired while proverbs are most often

used in colloquial language they can be useful in writing to emphasize ideas, to

demonstrating our own literacy, and just having some fun.

Total Score for Grammar Section (20 possible)

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Section III Expository Writing Student Score

Explain how our health can be impacted by the choices that we make.

Plan your work on this page and write on the lines that follow the planning area; these lines continue on the next page.

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Total Score for Expository Writing (20 points possible)

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Handout 9:25.2

Post Assessment Part B


Section IV Nonfiction Reading Student Score

Report excerpt from the U.S. Global Change Research Program www.globalchange.gov

Read the selection below and respond to the questions. Climate change impacts endanger our health by affecting our food and water

sources, the air we breathe, the weather we experience, and our interactions with the

built and natural environments. As the climate continues to change, the risks to

human health continue to grow.

Current and future climate impacts expose more people in more places to public

health threats. Already in the United States, we have observed climate-related

increases in our exposure to elevated temperatures; more frequent, severe, or longer-

lasting extreme events; degraded air quality; diseases transmitted through food,

water, and disease vectors (such as ticks and mosquitoes); and stresses to our mental

health and well-being.

Almost all of these threats are expected to worsen with continued climate change.

Some of these health threats will occur over longer time periods, or at unprecedented

times of the year; some people will be exposed to threats not previously experienced

in their locations. Overall, instances of potentially beneficial health impacts of climate

change are limited in number and pertain to specific regions or populations. For

example, the reduction in cold-related deaths is projected to be smaller than the

increase in heat- related deaths in most regions.

Every American is vulnerable to the health impacts associated with climate

change. Increased exposure to multiple health threats, together with changes in

sensitivity and the ability to adapt to those threats, increases a person’s vulnerability

to climate-related health effects. The impacts of climate change on human health

interact with underlying health, demographic, and socioeconomic factors. Through

http://www.globalchange.gov/

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the combined influence of these factors, climate change exacerbates some existing

health threats and creates new public health challenges. While all Americans are at

risk, some populations are disproportionately vulnerable, including those with low

income, some communities of color, immigrant groups (including those with limited

English proficiency), Indigenous peoples, children and pregnant women, older adults,

vulnerable occupational groups, persons with disabilities, and persons with

preexisting or chronic medical conditions.

In recent years, scientific understanding of how climate change increases risks

to human health has advanced significantly. Even so, the ability to evaluate, monitor,

and project health effects varies across climate impacts. For instance, information on

health outcomes differs in terms of whether complete, long-term datasets exist that

allow quantification of observed changes, and whether existing models can project

impacts at the timescales and geographic scales of interest. Differences also exist in

the metrics available for observing or projecting different health impacts. For some

health impacts, the available metrics only describe changes in risk of exposure, while

for others, metrics describe changes in actual health outcomes, such as the number of

new cases of a disease or an increase in deaths.

5. Write a two or three sentence summary of the reading.

6. After reading the selection, why do you think it is so difficult to measure the health effects associated with climate change? Explain your answer using at least two pieces of evidence from the text.

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7. In your own words, explain what is meant by the statement, “Increased exposure to multiple health threats, together with changes in sensitivity and the ability to adapt to those threats, increases a person’s vulnerability to climate-related health effects.”


Total Score for Nonfiction Reading (20 points possible)

Total Score for Concept (20 Points Possible)

Total Score for Grammar (20 Points Possible)

Total Score for Nonfiction Reading (20 Points Possible)

Total Score for Expository Writing (20 Points Possible)

Total Score (80 Points Possible)

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Criteria Maximum 20

Examples of the Concept Give one point for every good example up to a maximum of 8 points

Application of Concept to Real World Issues

Give 2 points for each strong applications of the concept of perspectives. (6)

Generalizations Give 2 points for each appropriate generalization about perspectives. (6)


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Handout 9:25.3 (for Teacher Use Only)

Scoring Rubrics and Answer Keys

Part A Section I – Concept Rubric

Maximum total of 20 points possible - Enter score on last page of student test.

Section II Grammar and Usage Answer Key

Other corrections may be acceptable. 20 possible pts.

The English language proverb and nursery rhyme, “If wishes were horses, beggars would

ride,” originated in the 16th century. Its meaning suggests that if one could simply wish for

something to happen, then even people in dire circumstances could have everything they desire.

While proverbs are most often used in colloquial language, they can also be useful in writing to

emphasize ideas, to demonstrate our own literacy, and to have some fun.

There are about 20 errors, depending on how certain items are handled. Give 1 point for each error for a maximum total of 20 points possible. Enter score on last page of student test.


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Section III Expository Writing Rubric

Criteria 5 points 3 – 4 points 1-2 points 0 points

Opening Statement/ Opinion

I wrote a very clear statement about my topic with some supporting reasons.

I wrote a very clear statement about my topic.

I wrote a short sentence with little detail.

I did not give an opening statement about my topic.

Reasons and Elaboration

I wrote 4 or more good details and each were well explained.

I wrote 3 good details and each were well explained.

I wrote 1 or 2 details, and at least one of them was explained.

I did not give details or I did not explain them well.

Conclusion

I wrote a strong conclusion that restated my position or my summary.

I just restated my first opinion or topic.

My conclusion did not match my first statement.

I did not give a conclusion.

Grammar and Mechanics

I used correct grammar, spelling, and mechanics of English

I made 1 or 2 misspellings or other errors.

I made 2 - 4 misspellings or errors.

I made 5 or more errors.

Total /20

Part B

Nonfiction Reading Answer Key - Possible responses (student responses will vary)

5. Write a two - three sentence summary of the reading.

Illnesses from poor air quality, diseases from food and water sources, and mental stress are results of climate change, and these health-related results are expected to worsen over time. It is difficult to measure the exact health effects associated with climate change, but we know that the effects are greater for certain populations who may be more at risk.

6. After reading the selection, why do you think it is so difficult to measure the health

effects associated with climate change? Explain your answer using evidence from the text.

A variety of factors cause difficulty in measuring the health effects. Possible textual evidence:

• Complete and long-term datasets may not allow for accuracy in observed changes in health.

• Differing metrics for observing or projecting health impacts – some health impacts have metrics that only describe changes in risk of exposure, while others describe changes in health outcomes, such as number of new cases or increased deaths.

• Existing models may not project impacts across time and geographic locations. • Some people will be exposed to threats not previously found in their area, making it

difficult to determine if it is climate related.


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7. In your own words, explain what is meant by the statement, “Increased exposure to multiple health threats, together with changes in sensitivity and the ability to adapt to those threats, increases a person’s vulnerability to climate-related health effects.”

Certain populations such as the elderly, children, pregnant women, and Indigenous peoples are at greater risk for health issues related to climate change. This is because their age or current health may make them more sensitive to things such as poor air or water quality, making it easier for them to get sick. (similar answers acceptable)


Possible answers, but there may be others:

• Differing perspective of a healthy individual vs. that of one whose health is

compromised – in regard to the health effects of climate change • Perspectives of health care providers • Perspectives of health insurance providers

Section IV Nonfiction Reading Rubric – 20 points possible

Enter score on last page of student test.

Criteria 5 points 3-4 points 1-2 points 0 points

Q#1 Synthesis

I very effectively interpret the selection in a concise way.

I effectively summarize the selection in a fairly concise way.

I wrote a somewhat effective summary, but it is not concise.

I wrote no response or a response that does not summarize the passage.

Q#2 Inference

I wrote a highly appropriate and well described inference.

I wrote an appropriate and fairly well described inference.

I wrote an inference that is not among the most important or my idea is not well explained.

I wrote no idea from passage that is not important and not well explained.

Q#3 Analysis

I wrote a very effective analysis of selected quote.

My analysis of includes details from the reading.

My analysis is not well supported with details from the reading.

My analysis is not clear and lacks support from the reading.

Q#4 Conceptual Understanding

I wrote very insightful concept statement that is well supported from the selection.

I wrote a concept statement that is insightful and supported from the selection.

I wrote a concept statement that is not well supported with details from the reading.

I wrote a concept statement that is not clear and lacks support from reading.

Total

/20

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Handout 9.C.3 Reflection Questions

Throughout the unit, it is important to periodically reflect on how the learning experiences provided impact students’ learning or their perception of themselves as learners. You can use questions from this document as needed to help students reflect on their learning (only give 1-4 questions at a time in order to ensure critical/reflective thought from your students). Instruction should then be modified accordingly.

Reflecting on Experience

1. What did you learn from this activity? 2. Explain your learning process. 3. How have you improved as a learner? 4. In what ways do you still need to improve? Explain why. 5. What story would you tell about your learning?

Reflecting on Self

1. How do you feel about your learning/work? What do you really like? What do you still need to

improve? 2. What are your learning goals right now? How are you working to meet them? What support do

you need? 3. What does your work right now reveal about yourself as a learner? 4. How have you changed because of your learning? Why did these changes happen? 5. What have you learned about yourself and how you learn because of your work right now?

Reflecting on Others’ Perspectives

1. How does the way you do your work compare to the way others do their work? What is the

same? What is different? 2. If you were the teacher, what would you say about your work right now? Why? 3. What is one thing others can learn from you by looking at how you learn or your work? 4. How does your work meet the goals of the classroom or assignment? What needs to be

improved? 5. What do you hope others learn about you as a person when they look at the way you learn or

your work?

Reflecting to Prepare for Future Success

1. What would be one thing you would change if you could do this learning experience over again? 2. What is one thing you have seen a classmate do that you would like to try in the future? 3. What is one goal you would like to set for yourself in the future based on what you learned from

doing this? 4. What would you like to spend more time on in school? Why? 5. What would you like more help with in the future from your teacher? Explain.

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Handout 9.C.4a Romeo and Juliet: Act I Assessment

Name:

Literary Devices (2 pts. each)

Act I, scene i, lines 45-58

Gregory: Do you quarrel, sir?

Abram: Quarrel, sir? No, sir.

Sampson: But if you do, sir, I’m for you. I serve as good a man as you.

Abram: No better.

Sampson: Well, sir.

[Enter Benvolio.]

Gregory: [Aside to Sampson]: Say 'better.' Here comes one of my master's kinsmen.

Sampson: Yes, better, sir.

Abram: You lie.

Sampson: Draw, if you be men. [Aside] Gregory, remember thy swashing blow. [They fight.]

Benvolio: Part, fools! [Beats down their swords.] Put up your swords. You know not what you do.

[Enter Benvolio.] -------------------------------------------------------------------------------------------------------------------------------

1. How do Gregory and Sampson’s open words compare to what they say in their asides to each

other? a. Their open words are brave and rash and their asides are more cautious. b. Their open words are more cautions and their asides are brave and rash. c. Their open words and asides are both brave and rash. d. Their open words and asides are both cautious.

2. Highlight and annotate an example in the above text that supports your answer to Question #1.

3. Which line in the above text is an example of blank verse?

a. “Do you quarrel, sir?” b. “But if you do, sir, I’m for you. I serve as good a man as you.”

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c. “Say 'better.' Here comes one of my master's kinsmen.” d. “Put up your swords. You know not what you do.”

Act I, scene iv, lines 1-18

(a) Romeo: What, shall this speech be spoke for our excuse? Or shall we on without apology?

(b) Benvolio: The date is out of such prolixity. We’ll have no Cupid hoodwinked with a scarf…

(c) Romeo: Give me a torch. I am not for this ambling; Being but heavy, I will bear the light.

(d) Mercutio: Nay, gentle Romeo, we must have you dance.

(e) Romeo: Not I, believe me. You have dancing shoes with nimble soles; I have a soul of lead. -------------------------------------------------------------------------------------------------------------------------------

4. Which of the lines above are puns? Select two. ______________ and _____________

5. Which of the lines above is an example of an allusion? ____________

Constructed Reponses #1 Romeo and Juliet (10 points)

Romeo and Juliet is one of Shakespeare’s tragedies. Explain two ways Shakespeare set up this tragedy in Act I of the play using conflict, plot, foils, or theme.

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Your constructed response will be scored as follows:

Ownership 10

Mastery 8

Not Yet 6

Ideas and Content: Does my writing fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas

I fully address two techniques

Evidence

I provide in-depth information

and exceptional supporting facts and evidence

Analysis

I fully explain how my

evidence supports my argument

Ideas I somewhat address two

techniques

Evidence I provide sufficient

information with supporting facts and evidence

Analysis

I mostly explain how my


Ideas I do not address two

techniques

Evidence I do not provide enough

information or supporting facts

Analysis

I do not explain how my


Synthesis (30 points)

Words can be mirrors: what someone says and how it is said can say a lot about that person. Explain how you have seen this happen in your readings from this section. Be sure to consider the following:

• Shakespeare’s use of prose and blank verse to differentiate among his characters’ stations in life.

• Rudyard Kipling’s culture of British stoicism reflected in the poem “If.” • Andrew Solomon’s definition of family and the complex parent/child relationship.

Your essay should include the following:

• An introduction that includes a hook, background information, and your claim. • Two body paragraphs that support your claim using evidence from at least two texts. • A brief conclusion that explains why this understanding of words is important today.

Planning:

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Your essay will be scored as follows:

Ownership

30 29 28 Mastery

26 25 24 Not Yet

22 20 18 Ideas and Content: Does my writing fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas

I present a unifying main idea

that shows engaged reading and critical thinking

Evidence


and exceptional supporting facts and evidence that thoroughly support my argument from two texts

Analysis

I fully explain how my evidence

supports my argument

Ideas I present a unifying main idea

that shows engaged reading and some critical thinking

Evidence

I provide sufficient information

with supporting facts and evidence to support my argument from two texts

Analysis



Ideas I attempt to form a unifying

theme, but I only show passive reading and lack critical thinking

Evidence

I do not provide enough

information or supporting facts to develop the topic OR I only use one text

Analysis


evidence supports my argument Organization: Are my ideas in the writing written in a way that is well organized and enhances the meaning of the text? I provide an inviting introduction

and a strong conclusion that support a meaningful, cohesive whole

I use a strong claim, transitions, and topic sentences in order to smoothly connect ideas, sentences, and paragraphs in a way that enhances my meaning

I provide an introduction and conclusion that support a cohesive whole

I provide a claim and mostly use transitions and topic sentences to connect my ideas

I am missing my introduction or conclusion

My claim, transitions, and topic

sentences are weak or missing

Conventions: Does my writing show a superior command of English conventions? My writing shows a superior

command of English conventions by averaging less than two mistakes per page in


I cite textual evidence consistently and accurately

My writing shows a good command of English conventions by averaging less than five mistakes per page in


I cite textual evidence with some errors

My writing shows a poor command of English conventions by averaging five or more mistakes per page in


My textual evidence is missing or incorrect


268


269


270

Handout 9.C.4b Romeo and Juliet: Act II Quiz

Name:


Act II, Prologue, lines 1-14

[Enter Chorus.]

1 Chorus: Now old desire doth in his deathbed lie, And young affection gapes to be his heir;

That fair for which love groan'd for and would die, With tender Juliet match'd, is now not fair.

5 Now Romeo is belov'd, and loves again, Alike bewitched by the charm of looks;

But to his foe suppos'd he must complain, And she steal love's sweet bait from fearful hooks.

Being held a foe, he may not have access 10 To breathe such vows as lovers use to swear, And she as much in love, her means much less

To meet her new beloved anywhere; But passion lends them power, time means, to meet,

Temp'ring extremities with extreme sweet. [Exit.]

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1. Highlight and annotate the three technical poetic features that make the Prologue of Act II a sonnet.

2. Which lines in the above text are an example of a couplet?

a. Lines 1 and 2 b. Lines 5 and 6 c. Lines 9 and 10 d. Lines 13 and 14

3. What is the best paraphrase of lines 1 and 2?

a. Montague is going to die and Romeo will soon take his place as head of the family. b. Romeo’s friendships with Benvolio and Mercutio are dying as Romeo becomes interested in

Juliet. c. Romeo’s interest in Rosiline is dying as Reomeo becomes interested in Juliet. d. The Prince is dying and will soon be replaced by Mercutio as the leader of Verona

4. The Prologue makes it clear that there will be challenges to Romeo and Juliet’s love, but what will

help them find a way to be together? a. “charm of looks” b. “young affection” c. “vows as lovers” d. “passion”


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Act II, scene I, lines 7-21

Mercutio: Nay, I'll conjure too. Romeo! humours! madman! passion! lover! Appear thou in the likeness of a sigh; Speak but one rhyme, and I am satisfied! 10 Cry but 'Ay me!' pronounce but 'love' and 'dove'; Speak to my gossip Venus one fair word, One nickname for her purblind son and heir, Young Adam Cupid, he that shot so trim When King Cophetua lov'd the beggar maid! 15 He heareth not, he stirreth not, be moveth not; The ape is dead, and I must conjure him. I conjure thee by Rosaline's bright eyes. By her high forehead and her scarlet lip, By her fine foot, straight leg, and quivering thigh, 20 And the demesnes that there adjacent lie, That in thy likeness thou appear to us!

----------------------------------------------------------------------------------------------- 5. Underline and annotate an example of parallelism in the text above.


Identify two tragic flaws that Shakespeare reveals in his characters in Act II of the play and explain how they have already affected or how you foresee them affecting the outcome of they play. Your constructed response will be scored by the rubric that follows.


272

Ownership 10

Mastery 8

Not Yet 6


I fully address two tragic flaws

Evidence



Analysis



Ideas I somewhat address two tragic

flaws



Analysis



Ideas I do not address two tragic

flaws



Analysis




Complete the following Johari Window for one of the characters in Romeo and Juliet by selecting character traits and providing your evidence-based reasons for those traits.

Open Area: Words both you and others selected

Blind Area: Words you didn’t select and others selected

Hidden Area: others didn’t

Words you selected and Unknown Area: Words you didn’t select and others didn’t select


273

Character Trait Choices: Choose six for each character’s perspective






tense trustworthy warm wise Witty

Character #1 ____________________________________________ (this is the character you are doing the Johari Window on)

Character Trait Text-based Evidence (only needed for three character traits)

Character #2: ___________________________________________ (this is another character’s perspective of your selected character above)


274


Character #3:

May 2017

___________________________________________ (this is another character’s

perspective of your selected character above)


Your Johari Window will be scored as follows:

Ownership

30 29 28 Mastery

26 25 24 Not Yet

22 20 18 Ideas and Content: Does my writing fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas

My final Johari Window is

complete and shows engaged reading and critical thinking

Evidence I provide in-depth information

and exceptional evidence that thoroughly support my character trait choices

Ideas My final Johari Window is

complete and shows mostly engaged reading and some critical thinking

Evidence I provide sufficient evidence to

support my character trait choices

Ideas My final Johari Window is

incomplete; or I only show passive reading and lack critical thinking


evidence to support my character trait choices

275


May 2017

Handout 9.C.4c Romeo and Juliet: Act III Quiz

Name:


Act III, scene i, lines 77-93

77 Tybalt: I am for you. [Draws.]

Romeo: Gentle Mercutio, put thy rapier up.

Mercutio: Come, sir, your passado! [They fight.]

80 Romeo: Draw, Benvolio; beat down their weapons. Gentlemen, for shame! forbear this outrage! Tybalt, Mercutio, the Prince expressly hath Forbid this bandying in Verona streets. Hold, Tybalt! Good Mercutio! [Tybalt under Romeo's arm thrusts Mercutio in, and flies with his Followers].

Mercutio: I am hurt. 85 A plague o' both your houses! I am sped. Is he gone and hath nothing?

Benvolio: What, art thou hurt?

90 Mercutio: Ay, ay, a scratch, a scratch. Marry, 'tis enough. Where is my page? Go, villain, fetch a surgeon. [Exit Page.]

Romeo: Courage, man. The hurt cannot be much.

Mercutio: No, 'tis not so deep as a well, nor so wide as a church door; but 'tis enough, 'twill serve. Ask for me to-morrow, and you shall find me a grave man.

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1. Match the character trait to the correct character based on the text provided.

Benvolio A. Fiery temper

Mercutio B. Caring

Tybalt C. Jokester

276


May 2017

2. Highlight and annotate a line from the text provided that supports your selection above for each character (3 total).

3. Explain the double meaning of the word grave in the pun “Ask for me tomorrow, and you shall find me a grave man.”

Act II, scene ii, lines 37-45

Juliet: Ay me! what news? Why dost thou wring thy hands

Nurse: Ah, weraday! he's dead, he's dead, he's dead! We are undone, lady, we are undone! 40Alack the day! he's gone, he's kill'd, he's dead!

Juliet: Can heaven be so envious?

Nurse: Romeo can, Though heaven cannot. O Romeo, Romeo! Who ever would have thought it? Romeo!

45Juliet: What devil art thou that dost torment me thus? This torture should be roar'd in dismal hell. Hath Romeo slain himself?

------------------------------------------------------------------------------

4. Explain one way the text above shows an example of dramatic irony.

5. What character trait does the Nurse’s behavior in this scene show? Explain.

277


May 2017


Even though Romeo and Juliet’s love has hit a roadblock, Friar Laurence’s plan seems to provide a workable solution to their problem. However, it requires all of them following the plan exactly. Summarize Friar Laurence’s plan by briefly explaining the roles of Romeo, Juliet, and Friar Laurence.

Ownership 10

Mastery 8

Not Yet 6


I fully explain all three roles Evidence



Ideas I somewhat explain all three

roles Evidence

I provide sufficient


Ideas I do not explain all three roles Evidence

I do not provide enough


278



Margaret Mead once said, “Children must be taught how to think, not what to think.” Consider the advice given by the mentors in “The Three Questions” by Tolstoy and Romeo and Juliet by Shakespeare. Compare and contrast the advice they are given by completing the table that follows. Then write a paragraph that either supports or refutes Margaret Mead’s quote based on evidence from both texts and addresses the affect of others on one’s identity.

“The Three Questions” Romeo and Juliet

The character seeking advice (advisee)

The problem the character is having

The character offering advice (mentor)

The solution the mentor offers

The projected impact of the solution on the advisee

279


Ownership 30 29 28

Mastery 26 25 24

Not Yet 22 20 18

Table: Does my evidence fully support the task? Evidence




information with supporting facts and evidence to support my argument from two texts



Paragraph: Does my writing fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas Ideas



Analysis



Conventions

My writing has 3-5 first-draft

errors

Ideas

I present a unifying main idea that shows engaged reading and critical thinking

I attempt to form a unifying theme, but I only show passive reading and lack critical thinking

Analysis



Conventions

Analysis I do not explain how my


Conventions

My writing has only 1 or 2 first-draft errors

My writing has more than 5 errors


280

Handout 9.C.4d Romeo and Juliet: Act IV Quiz

Name:


Act IV, scene ii, lines 1-9

[Enter Father Capulet, Mother, Nurse, and Servingmen]

1 Capulet: So many guests invite as here are writ. [Exit a Servingman.] Sirrah, go hire me twenty cunning cooks.

Servingman: You shall have none ill, sir; for I'll try if they can lick their fingers.

5 Capulet: How canst thou try them so?

Servingman: Marry, sir, 'tis an ill cook that cannot lick his own fingers. Therefore he that cannot lick his fingers goes not with me.

------------------------------------------------------------------------------------------------------------

1. Highlight and annotate an example of comic relief in the text provided.

2. Why do you think Shakespeare decided to begin Act IV, scene ii with comic relief?

3. Identify two other characters that Shakespeare has used to provide comic relief.

Act IV, scene iii, lines 19-59

Juliet: My dismal scene I needs must act alone. 20 Come, vial. What if this mixture do not work at all? Shall I be married then to-morrow morning? No, No! This shall forbid it. Lie thou there. Lays down a dagger. What if it be a poison which the friar 25 Subtilly hath minist'red to have me dead, Lest in this marriage he should be dishonour'd Because he married me before to Romeo? I fear it is; and yet methinks it should not,


281

For he hath still been tried a holy man. I will not entertain so bad a thought. 30 How if, when I am laid into the tomb, I wake before the time that Romeo Come to redeem me? There's a fearful point! Shall I not then be stifled in the vault, To whose foul mouth no healthsome air breathes in, 35 And there die strangled ere my Romeo comes? Or, if I live, is it not very like The horrible conceit of death and night, Together with the terror of the place- As in a vault, an ancient receptacle 40 Where for this many hundred years the bones Of all my buried ancestors are pack'd; Where bloody Tybalt, yet but green in earth, Lies fest'ring in his shroud; where, as they say, At some hours in the night spirits resort- 45 Alack, alack, is it not like that I, So early waking- what with loathsome smells, And shrieks like mandrakes torn out of the earth, That living mortals, hearing them, run mad- O, if I wake, shall I not be distraught, 50 Environed with all these hideous fears, And madly play with my forefathers' joints, And pluck the mangled Tybalt from his shroud., And, in this rage, with some great kinsman's bone As with a club dash out my desp'rate brains? 55 O, look! methinks I see my cousin's ghost Seeking out Romeo, that did spit his body Upon a rapier's point. Stay, Tybalt, stay! Romeo, I come! this do I drink to thee.

She [drinks and] falls upon her bed within the curtains.

------------------------------------------------------------------------------

4. What are Juliet’s main three concerns before she drinks the potion?

5. Identify a character trait that Juliet displays when she drinks the potion? Explain how she demonstrates that trait.


282


Yogi Berra once said, “Doing the little things can make a big difference.” Identify three minor characters’ who could have changed the outcome of the play if they had behaved differently. (You cannot use Romeo, Juliet, Tybalt, Mercutio, or Friar Laurence.)

Ownership 10

Mastery 8

Not Yet 6




Evidence I provide in-depth information


Analysis I fully explain how my






Analysis I mostly explain how my








283



Our circumstances can be greatly influenced by decisions we make. This can be seen in the fictional circumstances of Mathilde in “The Necklace” and Romeo and Juliet in Romeo and Juliet. Think about how Mathilde, Romeo, and Juliet’s decisions affected their circumstances. Then create a Top 5 list of how to make a good decision based on their examples or nonexamples.

Character How he/she makes decisions Circumstances caused by those

decisions. Mathilde

Romeo

Juliet

Top 5 Ways to Make a Good Decision Explanation of why this was selected

1.

2.

3.

4.

5.

284


Ownership 30 29 28

Mastery 26 25 24

Not Yet 22 20 18

Ideas and Content: Does my table and Top 5 list fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas

I present information that

shows engaged reading and critical thinking

Evidence



Analysis



Ideas I present information that

shows engaged reading and some critical thinking

Evidence



Analysis



Ideas I only show passive reading

and lack critical thinking



Analysis



285


Handout 9.C.4e Romeo and Juliet: Act V Quiz

Name:


Act V, scene ii, lines 23-29

Laurence: Now, must I to the monument alone. Within this three hours will fair Juliet wake. 25 She will beshrew me much that Romeo Hath had no notice of these accidents; But I will write again to Mantua, And keep her at my cell till Romeo come- Poor living corpse, clos'd in a dead man's tomb! Exit.

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1. Of what is the text above an example? Select all that apply. a. Sonnet b. Soliloquy c. Blank Verse d. Juxtaposition

2. Which of the follow words show a juxtaposition of meaning?

a. “monument alone” b. “fair Juliet” c. “no notice” d. “living corpse”

3. Paraphrase Friar Laurence’s new plan as stated above.

Act V, scene iii, lines 296-310

Capulet: O brother Montague, give me thy hand. This is my daughter's jointure, for no more Can I demand.

Montague: But I can give thee more; For I will raise her Statue in pure gold, 300That whiles Verona by that name is known, There shall no figure at such rate be set As that of true and faithful Juliet.

286


Capulet: As rich shall Romeo's by his lady's lie- Poor sacrifices of our enmity!

305 Prince: A glooming peace this morning with it brings. The sun for sorrow will not show his head. Go hence, to have more talk of these sad things; Some shall be pardon'd, and some punished; For never was a story of more woe 310 Than this of Juliet and her Romeo.

Exeunt omnes.

--------------------------------------------------------------------------------------------------------

4. What ends the Capulet/Montague feud? What symbolizes this ending?

5. Identify the rhyme pattern of the Prince’s last speech.


If Romeo and Juliet are the protagonists of this tragedy, who or what would you identify as the antagonist(s)? Explain your choice citing evidence from the play.

287


Ownership 10

Mastery 8

Not Yet 6

Ideas and Content: Does my writing fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas Ideas Ideas

I present a unifying main idea that shows engaged reading and critical thinking

I present a unifying main idea that shows engaged reading and some critical thinking

I attempt to form a unifying theme, but I only show passive reading and lack critical thinking

Evidence Evidence







Analysis

Analysis I fully explain how my







Romeo and Juliet, Caroline Casey (“Looking Past Limits”), and Barton (the pilot) and Marilyn (the girl) (“The Cold Equations”) all faced limits; however, the way they responded to their limits varied from person to person.

Draw a metaphor to represent the concept of limitations. Then explain one way each of the characters either overcame his or her limits or allowed his or her limits to constrain him or her using evidence from the texts. Finally write a paragraph explaining how limitations can affect someone’s identity.

288


Romeo Metaphor Symbol Barton

Juliet Marilyn

Caroline Casey Metaphor Explanation

289


Ownership 30 29 28

Mastery 26 25 24

Not Yet 22 20 18

Table: Does my evidence fully support the task? Evidence


and exceptional supporting facts and evidence that thoroughly support my argument from three texts


information with supporting facts and evidence to support my argument from three texts


information or supporting facts to develop the topic OR I only use one-two texts

Paragraph: Does my writing fully accomplish the task? Do I include thorough, relevant, and complete evidence and analysis? Ideas



Analysis



Conventions

My writing has only 1 or 2

first-draft errors



Analysis



Conventions

My writing has 3-5 first-draft

errors



Analysis



Conventions

My writing has more than 5

errors


290

Handout 9.C.4f

Romeo and Juliet Assessment Answer Keys

Act I

Literary Devices (2 points each= 10 points)

1. A 2. Answers may vary but must show brave words aloud and/or cautious asides (i.e. Gregory:

[Aside to Sampson]: Say 'better.' Here comes one of my master's kinsmen.) 3. D 4. C and E 5. B

Constructed Response (10 points)

Score according to the rubric.

Essays (30 points)


Act II


1. Students should have annotated 14 lines, iambic pentameter, and the ABAB, CDCD, EFEF, GG rhyme pattern

2. D 3. C 4. D 5. Lines 9-11 “Speak, “Cry,” “pronounce” and “speak”

Lines 17-19 “heareth,” “stireth,” “moveth” or “bright eyes,” “high forehead,” “scarlet lip,” “fine foot,” “straight leg,” “quivering thigh”






291

Act III

May 2017


1. B, C, A 2. Answers may vary but could include the following:

a. Benvolio- line 77, “What are thou hurt?” b. Mercutio- line 92 “Ask for me tomorrow, and you shall find me a grave man.” c. Tybalt- stage direction,s [Tubalt…thrusts Mercutio in]

3. Grave means both a burial place and serious or critically important 4. Answers should include one of the following:

a. Juliet thinks Romeo is dead, but the audience knows Mercutio is dead. b. Romeo is not dead right now, but he will be by the end of the play. c. Juliet is mistaken in her belief that Romeo is dead now, and later Romeo will be mistaken

that Juliet is dead. 5. The nurse shows that she is overly dramatic and can be misleading in the way that she gives news.

This is shown by the confusion she causes in announcing Mercutio’s death to Juliet.





Act IV


1. Lines 3, 4: You shall have none ill, sir; for I'll try if they can lick their fingers. OR Line 6: Marry, sir, 'tis an ill cook that cannot lick his own fingers.

2. Answers may vary but could include the following: The scenes before and after this are both dark and

heavy. Shakespeare might have wanted to give the audience some relief in between these two scenes. 3. The Nurse and Mercutio 4. a. That Friar Laurence has given her actual poison and she will die.

b. That she will wake up before Romeo arrives and suffocate in the tomb. c. That she will go crazy at the sight of the corpses and kill herself

5. Answers may vary but could include the traits of bravery, courage, deep love for Romeo, devotion.






292

Act V

May 2017


1. B, C 2. D 3. Friar Laurence knows that he must now get to the tomb before Juliet and hide her in his cell. He

is worried that if Romeo finds her first, he will think she is really dead. 4. Romeo and Juliet’s death. They agree to build gold statues of each other’s children. 5. ABABCC



