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TRANSCRIPT
November 2013
©2013 Public Consulting Group. All rights reserved.
Structures and Systems:
Homework, Annotation, and
Accountable Independent Reading
115
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 2 • Lesson 5
File: 9.1.2 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
1
9.1.2 Lesson 5
Introduction
In the next two lessons, students will read closely and discuss an excerpt from Chapter 2,“Hangman,”
from the novel Black Swan Green. Students will read from “So anyway, Mum dropped me at Malvern”
to “I was taken to see Mrs. de Roo, the speech therapist at Malvern Link Clinic. That was five years ago”
(pp. 24–26). This reading will introduce students to the narrator and main character, Jason, and will
familiarize them with his style and voice. Close reading in this section will prepare students for reading
a second, longer section from later in the novel that will offer them rich content for comparison to
Rilke’s “Letter One.”
After a brief introduction and teacher Read-Aloud, students will close read the first four paragraphs of
the selection, using text-dependent questions to drive them back into the text and deepen their
understanding. Students will carefully consider the character, his feelings, and his motivations. They
will also consider the relationship between language and meaning in this rich novel. In a homework
assignment, students have an opportunity to deepen their understanding of the character and his
situation by choosing a precise word to describe Jason and supporting their choice with evidence from
the text.
Standards
Assessed Standard(s)
RL.9-10.3 Analyze how complex 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.
Addressed Standard(s)
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
117
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 2 • Lesson 5
File: 9.1.2 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
Assessment
Assessment(s)
· The assessment in this lesson is in two parts. The first part consists of student responses to text-
dependent questions that occur during the lesson sequence. The second part is the homework.
· Homework: Reread the section of the text from today’s lesson. Then choose a precise word from or
implied by the text to describe Jason as the author presents him in this chapter. Write a well-
developed paragraph that uses details from the paragraphs to support your choice. Be sure to use a
word we discussed today in your response.
High Performance Response(s)
· Teaching points related to the text-dependent questions are embedded in the Learning Sequence
below.
· A proficient response to the reflective writing prompt will offer a specific descriptive word stated in
or inferred from the text, such as insecure, worried, or embarrassed. These responses will use
details from the present action of the text as well as the flashback to support the claim. Look for
evidence of students choosing smaller pieces of text and embedding them with appropriate
quotation marks in sentences.
o A word that could be used to describe Jason is insecure. He is insecure about his speech, so
much so that he envies those who do not need to test what they want to say for “stammer
words.” This self-consciousness has been with him since his very first stammering episode,
which took place five years before the story begins. He was unable to say the word nightingale
in class and was humiliated by this. His insecurity extends to other aspects of his life, including
a wish to avoid the “Dyson Perrins” kids so he would not have to worry about getting beaten
up.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
· scrap (n.) – a fight
· skive off (v.) – skip
· flid (n.) – slang for someone with physical or mental challenges
· noose (n.) – a loop with a running knot that tightens as the rope is pulled
Vocabulary to teach (may include direct word work and/or text-dependent questions)
· stammer (v.) – to speak with involuntary breaks and pauses
118
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 2 • Lesson 5
File: 9.1.2 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Lesson Agenda/Overview
Student-Facing Agenda % of Lesson
· Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
· Text: “Hangman” from Black Swan Green (pp. 24–26)
• Introduction of Lesson Agenda
• Homework Accountability
• Read-Aloud
• Close Reading and Partner Discussion
• Closing
5%
5%
15%
70%
5%
Materials
• None.
119
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Le
ar
nin
g S
eq
ue
nc
e
Pe
rce
nta
ge
of
Less
on
Te
ach
er
Act
ion
s S
tud
en
t A
ctio
ns
Inst
ruct
ion
al
No
tes
(ex
ten
sio
ns,
sup
po
rts,
co
mm
on
mis
un
de
rsta
nd
ing
s)
5%
In
tro
du
ctio
n o
f Le
sso
n A
ge
nd
a
Be
gin
by
re
vie
win
g t
he
ag
en
da
an
d
sha
rin
g t
he
sta
nd
ard
s fo
r th
is l
ess
on
:
RL.
9-1
0.1
, R
L.9
-10
.3,
RL.
9-1
0.4
. R
em
ind
stu
de
nts
th
at
the
se a
re t
he
sa
me
sta
nd
ard
s th
ey
wo
rke
d w
ith
in
Un
it 1
.
Re
turn
ass
ess
me
nts
fro
m L
ess
on
4 a
nd
lea
d a
qu
ick
de
bri
ef
wit
h s
tud
en
ts.
Stu
de
nts
lo
ok
at
the
ag
en
da
.
5%
H
om
ew
ork
Acc
ou
nta
bil
ity
Inst
ruct
stu
de
nts
to
ta
lk i
n p
air
s a
bo
ut
ho
w t
he
y ca
n a
pp
ly t
he
ir f
ocu
s st
an
da
rd
to t
he
ir t
ext
. Le
ad
a b
rie
f sh
are
ou
t o
n
the
pre
vio
us
less
on
’s A
IR h
om
ew
ork
ass
ign
me
nt.
Se
lect
se
ve
ral s
tud
en
ts (
or
stu
de
nt
pa
irs)
to
exp
lain
ho
w t
he
y
ap
pli
ed
th
eir
fo
cus
sta
nd
ard
to
th
eir
AIR
text
.
Stu
de
nts
(o
r st
ud
en
t p
air
s) d
iscu
ss a
nd
sha
re h
ow
th
ey
ap
pli
ed
th
eir
fo
cus
sta
nd
ard
to
th
eir
AIR
te
xt f
rom
th
e
pre
vio
us
less
on
’s h
om
ew
ork
.
15
%
Re
ad
-Alo
ud
Dis
trib
ute
th
e “
Ha
ng
ma
n”
exce
rpts
an
d
po
int
ou
t w
he
re s
tud
en
ts w
ill
be
gin
rea
din
g.
T
ho
ug
h t
he
re i
s a
co
he
ren
t n
arr
ati
ve t
o
the
no
ve
l, t
he
ch
ap
ters
of
Bla
ck S
wa
n
Gre
en
als
o h
old
up
as
ind
ivid
ua
l
vig
ne
tte
s. T
his
less
on
be
gin
s a
t th
e
seco
nd
pa
rag
rap
h o
f th
e c
ha
pte
r to
120
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av
oid
so
me
un
ne
cess
ary
co
nfu
sio
n a
nd
off
en
siv
e l
an
gu
ag
e.
Re
ad
th
e e
xce
rpt
alo
ud
, re
min
din
g
stu
de
nts
to
re
ad
alo
ng
sil
en
tly
.
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
If s
tud
en
ts a
re a
ble
to
re
ad
th
is c
om
ple
x
text
on
th
eir
ow
n,
con
sid
er
ha
vin
g t
he
m
do
so
. R
ea
din
g a
lou
d t
o s
tud
en
ts
sup
po
rts
flu
en
cy,
esp
eci
ally
wit
h t
his
c om
ple
x te
xt.
70
%
Clo
se R
ea
din
g a
nd
Pa
rtn
er
Dis
cuss
ion
A
sk s
tud
en
ts t
o r
ea
d t
he
fir
st p
ara
gra
ph
ag
ain
, fr
om
“S
o,
an
yw
ay
, M
um
dro
pp
ed
me
off
” to
“to
o h
ard
fo
r th
e D
yso
n
Pe
rrin
s k
ids
to b
oth
er
wit
h m
e.”
Th
is t
ime
ask
stu
de
nts
to
an
no
tate
th
e
text
usi
ng
th
e c
od
es
the
y h
av
e le
arn
ed
.
Stu
de
nts
re
ad
an
d a
nn
ota
te t
he
exc
erp
t.
It m
ay
be
use
ful to
re
min
d s
tud
en
ts o
f
the
an
no
tati
on
co
de
s:
·P
ut
a b
ox
aro
un
d u
nfa
mil
iar
wo
rds.
·P
ut
a q
ue
stio
n m
ark
by
are
as
of
con
fusi
on
.
·W
rite
co
nn
ect
ion
s o
r re
act
ion
s in
the
ma
rgin
s.
·S
tar
imp
ort
an
t id
ea
s.
Th
is c
an
be
do
ne
eit
he
r o
n t
he
te
xt it
self
or
wit
h s
elf
-sti
ck n
ote
s.
In p
air
s, h
av
e s
tud
en
ts s
ha
re t
he
ir
an
no
tati
on
s.
Po
se t
he
fo
llo
win
g q
ue
stio
ns
for
stu
de
nts
to
dis
cuss
in
th
eir
pa
irs.
Aft
er
giv
ing
pa
irs
tim
e t
o r
ev
iew
an
d d
iscu
ss
the
te
xt a
nd
th
eir
an
no
tati
on
s, a
sk p
air
s
to s
ha
re t
he
ir r
esp
on
ses.
Stu
de
nt
pa
irs
wil
l sh
are
th
eir
an
no
tati
on
s
an
d d
iscu
ss t
ext
-de
pe
nd
en
t q
ue
stio
ns.
1.
Wh
at
see
ms
to b
e t
rue
ab
ou
t Ja
son
1
. S
tud
en
t re
spo
nse
s m
ay
incl
ud
e t
he
1
. It
ma
y b
e h
elp
ful t
o a
sk a
dd
itio
na
l
121
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ELA
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m
D R
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T
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9 •
Mo
du
le 1
• U
nit
2 •
Le
sso
n 5
Fil
e:
9.1
.2 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
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nse
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nd
er
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Cre
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6
an
d h
is p
ee
rs?
fo
llo
win
g:
·T
he
re i
s v
iole
nce
am
on
g r
iva
l sc
ho
ols
(“P
luto
No
ak’d
hit
th
eir
ha
rde
st k
id s
o
ha
rd”)
an
d s
tric
t so
cia
l ru
les
(“If
yo
u
chic
ke
n o
ut”
or
“if
yo
u t
ell
a
tea
che
r”).
Stu
de
nts
sh
ou
ld h
it u
po
n
the
so
cia
l p
ress
ure
an
d p
oss
ible
vio
len
ce t
ha
t is
on
go
ing
in
Ja
son
’s
life
.
qu
est
ion
s to
ma
ke
su
re s
tud
en
ts
un
de
rsta
nd
th
at
the
na
rra
tor
isn
’t
refe
rrin
g j
ust
to
pa
st v
iole
nce
at
sch
oo
l.
To
he
lp s
tud
en
ts g
et
the
re,
dir
ect
stu
de
nts
to
th
e w
ord
lu
cky a
nd
ask
,
“Wh
y d
oe
s Ja
son
fe
el
luck
y th
at
the
Dy
son
Pe
rrin
kid
s d
on
’t n
oti
ce h
im?
”
Sa
mp
le s
tud
en
t re
spo
nse
s in
clu
de
th
e
foll
ow
ing
:
·T
he
Dy
son
Pe
rrin
kid
s a
re s
till
incl
ine
d t
o g
et
into
co
nfl
ict
wit
h
stu
de
nts
fro
m J
aso
n’s
sch
oo
l. H
e
me
nti
on
s th
at
“ev
ery
ye
ar”
stu
de
nts
fro
m e
ach
sch
oo
l m
ee
t fo
r a
“m
ass
scra
p.”
2.
Wh
at
can
yo
u i
nfe
r a
bo
ut
the
de
fin
itio
n o
f sc
rap
in
th
is c
on
text
?
2.
Stu
de
nt
resp
on
ses
ma
y in
clu
de
th
e
foll
ow
ing
:
·A
scr
ap
is
a f
igh
t, b
ase
d o
n t
he
exp
lan
ati
on
th
at
follo
ws
ab
ou
t P
luto
No
ak
.
2.
If s
tud
en
ts a
re u
na
ble
to
pro
vid
e a
de
fin
itio
n,
sup
ply
it
an
d a
sk s
tud
en
ts t
o
ve
rify
ho
w t
his
de
fin
itio
n f
its
wit
h t
he
pre
ced
ing
qu
est
ion
ab
ou
t th
e n
atu
re o
f
Jaso
n’s
pe
er
cult
ure
.
Ask
stu
de
nts
to
re
ad
an
d a
nn
ota
te t
he
ne
xt
pa
rag
rap
h,
fro
m “
To
da
y w
as
my
seco
nd
ap
po
intm
en
t th
is y
ea
r ”
to
“ta
ug
ht
chim
pa
nze
es
to s
pe
ak
in
sig
n
lan
gu
ag
e.
Stu
de
nts
re
ad
an
d a
nn
ota
te.
3.
Ho
w d
oe
s th
e n
arr
ato
r fe
el
as
he
en
ters
an
d s
its
in t
he
wa
itin
g r
oo
m?
3.
Stu
de
nt
resp
on
ses
ma
y in
clu
de
th
e
foll
ow
ing
:
·Ja
son
is
un
com
fort
ab
le w
ith
th
e
3.
Fo
r g
rou
ps
or
stu
de
nts
wh
o w
ou
ld
be
ne
fit
fro
m a
dd
itio
na
l ch
all
en
ge
, a
sk
the
m t
o c
on
sid
er
the
eff
ect
of
reve
ali
ng
122
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
2 •
Le
sso
n 5
Fil
e:
9.1
.2 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
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mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
7
oth
ers
in
th
e r
oo
m s
uch
as
“old
bid
dy
,” t
he
“h
ob
bit
ma
n w
ith
wa
tery
ey
es,
” a
nd
th
e w
om
an
“w
ith
co
at
ha
ng
ers
in
ste
ad
of
bo
ne
s.”
·H
e f
ee
ls g
oo
d t
ha
t th
e r
ece
pti
on
ist
do
esn
’t t
ry t
o e
mb
arr
ass
him
, o
r
“sh
ow
him
up
.”
·H
e i
s e
nv
iou
s o
f th
e r
ece
pti
on
ist’
s
ab
ilit
y t
o s
ay
wh
at
she
wa
nts
wh
en
she
th
ink
s it
. T
he
na
rra
tor
als
o h
ea
rs
in t
he
clo
ck’s
tic
k a
re
min
de
r o
f h
is
up
com
ing
exe
cuti
on
, d
esc
rib
ed
mo
re
exp
lici
tly
in t
he
pa
ren
the
tica
l th
at
foll
ow
s.
the
na
rra
tor’
s re
aso
n f
or
be
ing
at
the
clin
ic s
o i
nd
ire
ctly
.
3.
In t
he
ir r
esp
on
ses
to t
he
pre
vio
us
qu
est
ion
, st
ud
en
ts m
ay
ha
ve
alr
ea
dy
no
ted
th
at
Jaso
n e
nv
ies
the
re
cep
tio
nis
t,
bu
t th
ey
ma
y a
lso
se
e t
ha
t th
is e
nvy
is
the
re
ve
lati
on
of
his
sta
mm
er,
th
e “
thin
g
he
wa
nts
to
ta
lk a
bo
ut
lea
st.”
To
he
lp
stu
de
nts
co
nn
ect
th
e i
nd
ire
ct r
eve
lati
on
to a
fe
eli
ng
of
susp
en
se,
ask
th
em
to
con
sid
er
ho
w t
he
pa
rag
rap
h m
igh
t b
e
dif
fere
nt
if it
be
ga
n w
ith
an
exp
lan
ati
on
tha
t h
e i
s a
t th
e c
lin
ic f
or
his
sta
mm
eri
ng
pro
ble
m.
Ask
stu
de
nts
to
re
ad
an
d a
nn
ota
te t
he
ne
xt
two
pa
rag
rap
hs,
fro
m “
Mo
st
pe
op
le t
hin
k s
tam
me
rin
g a
nd
stu
tte
rin
g
are
th
e s
am
e ”
to
“W
ha
t’s
wro
ng
wit
h
Jaso
n T
aylo
r?”
be
fore
en
ga
gin
g t
he
m i
n
the
ne
xt s
et
of
dis
cuss
ion
qu
est
ion
s:
Stu
de
nts
re
ad
an
d a
nn
ota
te.
4.
Ask
stu
de
nts
to
co
mp
lete
a T
urn
-an
d-
Ta
lk a
bo
ut
the
dif
fere
nce
be
twe
en
a
sta
mm
er
an
d a
stu
tte
r.
Lea
d a
qu
ick
de
bri
ef
to m
ak
e s
ure
stu
de
nts
un
de
rsta
nd
th
is d
isti
nct
ion
.
4.
Stu
de
nt
resp
on
ses
ma
y in
clu
de
th
e
foll
ow
ing
:
·A
stu
tte
r is
wh
en
a s
pe
ake
r re
pe
ats
the
fir
st s
ou
nd
of
a w
ord
.
·A
sta
mm
er
is w
he
n a
sp
ea
ker
ge
ts
stu
ck o
n t
he
fir
st s
ou
nd
.
5.
Wh
en
do
es
the
ga
me
of
Ha
ng
ma
n
na
rra
ted
he
re t
ak
e p
lace
?
5.
Stu
de
nt
resp
on
ses
ma
y in
clu
de
th
e
foll
ow
ing
:
123
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
2 •
Le
sso
n 5
Fil
e:
9.1
.2 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
8
·T
he
te
xt t
ell
s u
s d
ire
ctly
th
at
this
ev
en
t o
ccu
rre
d f
ive
ye
ars
ag
o (
fro
m
the
pre
sen
t o
f th
e n
ov
el)
. W
e w
ere
ale
rte
d t
o t
he
sh
ift
in t
ime
by
th
e
na
rra
tor’
s m
en
tio
n o
f “I
sta
rte
d g
oin
g
tha
t su
mm
er
wh
en
it
ne
ve
r ra
ine
d…
.”
6.
Ho
w d
oe
s th
e n
arr
ato
r fe
el
du
rin
g t
he
ga
me
of
Ha
ng
ma
n?
6.
Stu
de
nt
resp
on
ses
ma
y in
clu
de
:
·Ja
son
is
em
ba
rra
sse
d.
·H
e i
s fr
igh
ten
ed
an
d s
elf
-co
nsc
iou
s.
7.
Fo
llow
up
th
e d
iscu
ssio
n b
y
cha
lle
ng
ing
th
e s
tud
en
t p
air
s to
lo
ok
for
inte
rest
ing
la
ng
ua
ge
th
at
giv
es
a d
ee
pe
r
sen
se o
f w
ha
t Ja
son
is
fee
ling
.
7.
Stu
de
nt
resp
on
ses
ma
y in
clu
de
th
e
foll
ow
ing
:
·“k
ab
oo
m”
·th
e r
efe
ren
ce t
o “
no
ose
”
·im
ag
es
of
“ey
es
po
pp
ing
ou
t” a
s it
tig
hte
ns
·re
pe
titi
on
an
d e
xag
ge
rati
on
of
“Eve
ry”
7.
Off
er
ad
dit
ion
al m
od
eli
ng
an
d
gu
ida
nce
as
ne
ed
ed
, b
ut
be
gin
by
en
cou
rag
ing
stu
de
nts
to
dra
w o
n t
he
ir
kn
ow
-ho
w f
rom
wo
rk w
ith
th
e R
ilke
lett
er
be
fore
in
tro
du
cin
g a
ne
w s
caff
old
.
Co
nsi
de
r p
rov
idin
g l
an
gu
ag
e f
ram
es
to
he
lp s
tud
en
ts l
ink
spe
cifi
c w
ord
ch
oic
es
wit
h t
he
ir e
ffe
cts:
“T
he
wo
rd _
__
giv
es
a
sen
se o
f _
__
_”
or
“Co
mp
ari
ng
__
_ t
o
__
_ le
ts m
e k
no
w _
__
.”
Th
is s
ect
ion
is
pa
rtic
ula
rly
ric
h.
Co
nsi
de
r
pro
ject
ing
it
for
full
-cla
ss r
efe
ren
ce a
s
yo
u d
iscu
ss i
t.
Co
ncl
ud
e t
he
clo
se r
ea
din
g s
ect
ion
of
the
le
sso
n b
y r
ea
din
g a
lou
d t
he
la
st
pa
rag
rap
h f
or
tod
ay
, fr
om
“B
ut
no
ma
tte
r h
ow
sh
ock
ed
, sc
are
d,
bre
ath
less
an
d a
sha
me
d”
to “
Th
at
wa
s fi
ve
ye
ars
ag
o.”
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
124
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
2 •
Le
sso
n 5
Fil
e:
9.1
.2 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
9
8.
Wh
at
do
yo
u n
oti
ce a
bo
ut
the
lan
gu
ag
e o
f th
e f
irst
se
nte
nce
of
the
pa
rag
rap
h?
8.
Stu
de
nt
resp
on
ses
ma
y in
clu
de
th
e
foll
ow
ing
:
·“N
o m
att
er
ho
w”
rep
ea
ts t
hre
e
tim
es.
·M
ult
iple
ad
ject
ive
s in
a r
ow
,
“sh
ock
ed
, sc
are
d,
bre
ath
less
,
ash
am
ed
.”
·S
hif
ts a
bru
ptl
y t
o “
I co
uld
n’t
sa
y
‘nig
hti
ng
ale
.’”
It’s
a v
ery
lo
ng
le
ad
- in
to a
sh
ort
, st
ark
sta
tem
en
t.
8.
Alt
ho
ug
h s
tud
en
ts m
ay
no
tice
th
e
rep
eti
tio
n,
the
y m
ay
no
t b
e a
ble
to
dis
cuss
its
co
ntr
ast
to
“I
cou
ldn
’t.”
If
no
t,
pro
mp
t st
ud
en
ts b
y s
ha
rin
g t
ha
t o
ne
wa
y t
o a
na
lyze
th
e e
ffe
ct o
f re
pe
titi
on
is
to lo
ok
at
the
po
int
wh
ere
th
e r
ep
eti
tio
n
bre
ak
s.
Ask
stu
de
nts
to
do
a T
urn
-an
d-T
alk
ab
ou
t th
eir
re
act
ion
s to
th
is p
ara
gra
ph
an
d t
his
se
ctio
n o
f B
lack
Sw
an
Gre
en
.
Inv
ite
th
em
to
ma
ke a
no
te o
f th
ing
s
the
y f
ou
nd
pu
zzli
ng
.
Lea
d a
sh
ort
dis
cuss
ion
of
stu
de
nt
rea
ctio
ns
an
d r
esp
on
ses
to t
he
te
xt.
T
he
pe
rso
na
l a
nd
em
ba
rra
ssin
g n
atu
re
of
this
na
rra
tive
wil
l ve
ry l
ike
ly r
eso
na
te
wit
h s
tud
en
ts.
Th
ey
ha
ve
no
w s
pe
nt
con
sid
era
ble
tim
e d
uri
ng
th
is l
ess
on
an
aly
zin
g t
he
te
xt.
Dis
cuss
ing
th
eir
rea
ctio
ns
giv
es
an
op
po
rtu
nit
y t
o
pro
cess
an
d c
on
ne
ct t
o w
ha
t th
ey
ha
ve
rea
d.
5%
C
losi
ng
F
or
ho
me
wo
rk,
inst
ruct
stu
de
nts
to
rere
ad
th
e s
ect
ion
of
the
te
xt f
rom
tod
ay’s
le
sso
n.
Ch
oo
se a
pre
cise
wo
rd
fro
m o
r im
plie
d b
y t
he
te
xt t
o d
esc
rib
e
Jaso
n,
as
the
au
tho
r p
rese
nts
him
in
th
is
cha
pte
r. W
rite
a w
ell
-de
ve
lop
ed
pa
rag
rap
h t
ha
t u
ses
de
tail
s fr
om
th
e
text
to
su
pp
ort
yo
ur
resp
on
se.
Exp
lain
th
at
stu
de
nts
wil
l u
se t
he
ir
R
em
ind
stu
de
nts
to
in
teg
rate
sh
ort
er
qu
ote
s—w
ord
s a
nd
ph
rase
s—to
exp
lain
the
ir c
ho
ice
.
De
pe
nd
ing
on
stu
de
nts
’ e
xpe
rie
nce
s a
nd
sen
siti
vit
y t
o t
his
se
lect
ion
, y
ou
ma
y
wis
h t
o a
dd
an
op
po
rtu
nit
y to
wri
te
ab
ou
t th
eir
pe
rso
na
l re
spo
nse
to
wa
rd
Jaso
n a
nd
his
sit
ua
tio
n a
fte
r th
ey h
ave
com
ple
ted
th
e c
lose
re
ad
ing
an
d
125
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
2 •
Le
sso
n 5
Fil
e:
9.1
.2 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
10
pa
rag
rap
hs
in t
he
ne
xt l
ess
on
.
Te
ll s
tud
en
ts t
ha
t a
wa
y t
o s
tart
th
ink
ing
ab
ou
t th
is q
ue
stio
n i
s to
ask
, “W
ha
t is
a
wo
rd t
ha
t d
esc
rib
es
Jaso
n,
an
d h
ow
do
I
kn
ow
it
de
scri
be
s h
im?
”
refl
ect
ive
wri
tin
g c
om
po
ne
nts
.
Ho
me
wo
rk
Re
rea
d t
he
se
ctio
n o
f th
e t
ext
fro
m t
od
ay’s
le
sso
n.
Ch
oo
se a
pre
cise
wo
rd f
rom
or
imp
lie
d b
y t
he
te
xt t
o d
esc
rib
e J
aso
n a
s th
e a
uth
or
pre
sen
ts
him
in
th
is c
ha
pte
r. W
rite
a w
ell
-de
ve
lop
ed
pa
rag
rap
h t
ha
t u
ses
de
tail
s fr
om
th
e t
ext
to
su
pp
ort
yo
ur
cho
ice
. B
e s
ure
to
use
a w
ord
we
dis
cuss
ed
tod
ay
in y
ou
r re
spo
nse
.
126
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 �
Mo
du
le 1
� U
nit
2 �
Le
sso
n 6
Fil
e:
9.1
.2 L
ess
on
6 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
3
Learning�Sequence�
Pe
rce
nta
ge
of
Less
on
Te
ach
er
Act
ion
s S
tud
en
t A
ctio
ns
Inst
ruct
ion
al
No
tes
(ex
ten
sio
ns,
sup
po
rts,
co
mm
on
mis
un
de
rsta
nd
ing
s)
5%
In
tro
du
ctio
n o
f Le
sso
n A
ge
nd
a
Be
gin
by
re
vie
win
g t
he
ag
en
da
an
d
sha
rin
g t
he
sta
nd
ard
s fo
r th
is l
ess
on
:
RL.
9-1
0.1
, R
L.9
-10
.2,
RL.
9-1
0.3
. T
ell
stu
de
nts
th
ey
wil
l co
nti
nu
e t
o w
ork
wit
h
sta
nd
ard
s R
L.9
-10
.1 a
nd
RL.
9-1
0.3
an
d
tha
t th
ey
are
be
gin
nin
g t
o w
ork
wit
h a
ne
w s
tan
da
rd:
RL.
9-1
0.2
.
Stu
de
nts
lo
ok
at
the
ag
en
da
.
Dis
pla
y t
he
la
ng
ua
ge
of
sta
nd
ard
RL.
9-
10
.2:
De
term
ine
a t
he
me
or
cen
tra
l id
ea
of
a t
ext
an
d a
na
lyze
in
de
tail
its
de
ve
lop
me
nt
ove
r th
e c
ou
rse
of
the
te
xt,
incl
ud
ing
ho
w i
t e
me
rge
s a
nd
is
sha
pe
d
an
d r
efi
ne
d b
y s
pe
cifi
c d
eta
ils;
pro
vid
e
an
ob
ject
ive
su
mm
ary
of
the
te
xt.
Ask
stu
de
nts
to
pu
t th
e s
tan
da
rd i
n t
he
ir
ow
n w
ord
s.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·
We
are
loo
kin
g a
t ce
ntr
al
ide
as
or
the
me
s in
a t
ext
.
·
We
are
loo
kin
g a
t h
ow
th
e t
ext
de
tail
s cr
ea
te a
nd
de
ve
lop
th
e b
ig
ide
as
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·
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ou
ld b
e a
ble
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re
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ma
jor
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en
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n t
he
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ry a
s a
sum
ma
ry.
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bu
ild
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de
nt
ow
ne
rsh
ip o
f th
e
sta
nd
ard
s a
nd
un
de
rsta
nd
ing
of
the
ir
ow
n le
arn
ing
, it
ma
y b
e h
elp
ful
to h
av
e
the
sta
nd
ard
s fo
r th
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nit
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ste
d i
n t
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ou
nta
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stu
de
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ta
ke
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t th
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me
wo
rk
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fro
m t
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us
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on
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cuss
th
em
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h a
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rtn
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Lea
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bri
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cuss
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stu
de
nt
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de
nts
dis
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pa
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pa
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.
127
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 3 • Lesson 2
File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
1
9.1.3 Lesson 2
Introduction
In this lesson, students will develop their close reading skills as they begin to work carefully through the
short excerpt Act 1.1.206–236. In this passage, Romeo discusses his unrequited love for Rosaline with
his cousin Benvolio. Students will complete their close reading of this passage in Lesson 3.
Activities involve reading aloud, discussion and reflection, and writing work in tandem with a set of
text-dependent questions to guide students in their exploration of the unifying focusing question of
this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline? Student
work in this lesson will lay the groundwork for this exploration, while Lesson 3 will prompt students to
draw upon and further their initial analysis.
Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order
to begin their unit-long exploration of Romeo’s character development. This passage is students’
introduction to the character of Romeo. As such, it acts as a point of origin for student analysis of how
Romeo’s character unfolds throughout the play as revealed by Shakespeare’s language and syntax, and
Romeo’s interactions with other characters.
This lesson also functions as an introduction to Baz Luhrmann’s film Romeo + Juliet, which will be used
regularly throughout the unit to supplement close readings of the text. Students will watch Luhrmann’s
representation of the events of 1.1 that precede a close reading of excerpt 1.1.206–236. This first
section of film will introduce students to many of the key characters of Shakespeare’s play, as well as
facilitate understanding of the key events that lead up to Romeo’s discussion with Benvolio.
Additionally, this lesson will introduce students to critical viewing strategies via Film Tool: Stylistic
Choices, a tool that will accompany the film throughout the unit and encourage students to think
critically about Luhrmann’s stylistic choices as well as assist in the collection and organization of notes
on the sequential structure of the play. This tool will ensure that film viewing remains a purposeful,
critical, and rigorous classroom activity. For homework, students will expand this lesson’s Quick Write
assessment response to include additional pieces of textual evidence.
Standards
Assessed Standard(s)
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone.
Addressed Standards
RL.9–10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
128
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 3 • Lesson 2
File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
Assessment
Assessment(s)
Quick Write: Draw upon your understanding of the metaphor that Romeo has constructed in lines 206–
209 to answer the following prompt: Do Romeo and Rosaline feel the same way about their
relationship?
High Performance Response(s)
Student responses should call upon their understanding of Romeo’s motivations and interactions that
they have developed through their exploration of word choice and figurative language in this lesson.
Lesson 3 will ask students to build on this initial understanding of Romeo’s motivations and
interactions to begin to develop an understanding of how Shakespeare crafts Romeo as a complex
character.
Sample response: Although Romeo desires this relationship as evidenced by his pursuit of Rosaline,
“she’ll not be hit with cupid’s arrows (207–208). Rosaline’s resistance to Romeo’s “arrows” of love
indicates that she does not seem to feel the same way.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
· Dian (n.) – a reference to Diana, the Roman goddess of hunting and chastity
· proof (n.) – in this context, armor
· chastity (n.) – virginity, celibacy
· posterity (n.) – all future generations
· forsworn (v.) – relinquished under oath
· doctrine (n.) – a set of beliefs held and taught by a church, political party, or other group
Vocabulary to teach (may include direct word work and/or text-dependent questions)
· assailing (v.) – making a violent attack on
Lesson Agenda/Overview
Student-Facing Agenda % of Lesson
• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
• Text: Act 1.1.206–236
• Introduction of Lesson Agenda
• Homework Accountability
• Film: Excerpt from Baz Luhrmann’s Romeo + Juliet (2:37–13:35)
5%
5%
30%
129
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 3 • Lesson 2
File: 9.1.3 Lesson 2 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
• Masterful Reading: BBC Radio Production of 1.1.206–236 (14:35–16:14)
• Text-Dependent Questions and Activities
• Quick Write
• Closing
5%
45%
5%
5%
Materials
· Film Tool: Stylistic Choices
· Film: Excerpt from Baz Luhrmann’s Romeo + Juliet (2:37–13:35)
· Masterful Reading: BBC Radio Production of 1.1.206–236 (14:35–16:14)
130
NY
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: R
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mm
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de
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az
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rma
nn
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99
6 f
ilm
Ro
me
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lie
t (2
:37
–1
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5;
see
Un
it O
ve
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lip w
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intr
od
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ma
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of
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ke
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ha
ract
ers
of
Sh
ak
esp
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re’s
pla
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as
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ll a
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eve
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lea
d u
p t
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stu
de
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le
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th
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ext
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tyli
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Ch
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de
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is t
oo
l to
de
ve
lop
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tica
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bse
rva
tio
ns
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Luh
rma
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tyli
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ll a
s p
rov
ide
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me
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s to
org
an
ize
th
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ey
ev
en
ts o
f th
e p
lay
.
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de
nts
wil
l u
se a
ne
w,
bla
nk
co
py
of
this
to
ol
Stu
de
nts
wa
tch
th
e f
ilm
clip
an
d r
esp
on
d o
n
the
to
ol w
he
n t
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film
is
pa
use
d.
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e M
od
el
Fil
m T
oo
l: S
tyli
stic
Ch
oic
es
for
sam
ple
resp
on
ses.
Wh
en
re
vie
win
g c
ate
go
rie
s o
n F
ilm
To
ol:
Sty
list
ic C
ho
ice
s, i
t m
ay
be
ne
cess
ary
to
de
vote
ext
ra t
ime
to
exp
lan
ati
on
s o
f w
ha
t is
me
an
t b
y
Ed
itin
g a
nd
Lig
hti
ng
/Co
lor.
Ed
itin
g
cho
ice
s m
igh
t b
e a
dd
ress
ed
by
exp
lain
ing
th
at
film
ma
ke
rs m
ake
cho
ice
s a
bo
ut
wh
at
the
y f
ocu
s th
e
cam
era
on
at
stra
teg
ic p
oin
ts i
n t
he
film
, w
he
re t
he
y p
osi
tio
n t
he
ca
me
ra
in r
ela
tio
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o a
cto
rs,
an
d h
ow
th
ey
cho
ose
to
tra
nsi
tio
n b
etw
ee
n
131
NY
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& L
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Use
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01
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tim
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th
e f
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Exp
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at
the
film
wil
l b
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au
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at
stra
teg
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o t
ha
t th
e c
lass
can
co
lla
bo
rati
ve
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en
era
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bse
rva
tio
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wh
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yo
u w
ill
the
n s
ho
w w
he
re t
o p
lace
on
th
e t
oo
l. I
n
futu
re l
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s, t
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to
ol
wil
l fa
cili
tate
in
de
pe
nd
en
t
no
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tud
en
ts c
an
re
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to t
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in
itia
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coll
ab
ora
tive
wo
rk a
s a
mo
de
l w
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n n
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Re
vie
w t
he
ca
teg
ori
es
on
th
e f
ilm
to
ol
an
d a
nsw
er
an
y c
lari
fyin
g q
ue
stio
ns.
Be
gin
fil
m c
lip
. P
au
se a
t th
e e
nd
of
ea
ch s
eg
me
nt
as
de
sig
na
ted
be
low
, a
nd
ask
fo
r st
ud
en
t
ob
serv
ati
on
s. U
se t
he
ir o
bse
rva
tio
ns
to m
od
el
fill
ing
ou
t th
e t
oo
l.
Inst
ruct
stu
de
nts
to
re
cord
th
e c
lass
-ge
ne
rate
d
ob
serv
ati
on
s o
n t
he
ir o
wn
to
ol
for
futu
re
refe
ren
ce.
Se
gm
en
t 1
—2
:37
–9
:15
Se
gm
en
t 2
—9
:15
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:35
Se
gm
en
t 3
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:36
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Se
gm
en
t 4
—1
2:0
6–
13
:35
Lea
d a
bri
ef
cla
ss d
iscu
ssio
n o
n L
uh
rma
nn
’s
rep
rese
nta
tio
n o
f 1
.1.
Sca
ffo
ldin
g q
ue
stio
ns
incl
ud
e t
he
fo
llo
win
g:
1.
Wh
ere
are
th
ese
sce
ne
s se
t? H
ow
do
es
this
infl
ue
nce
yo
ur
un
de
rsta
nd
ing
of
the
act
ion
?
2.
Wh
at
imp
ort
an
t p
rop
s d
id t
he
ch
ara
cte
rs u
se i
n
the
se s
cen
es?
Ho
w d
o t
he
pro
ps
he
lp c
on
vey t
he
act
ion
?
dif
fere
nt
sho
ts.
Lig
hti
ng
/Co
lor
mig
ht
be
ad
dre
sse
d b
y e
xpla
inin
g t
ha
t
film
ma
ke
rs w
ill
use
lig
ht
to
em
ph
asi
ze o
r d
e-e
mp
ha
size
pe
op
le
or
ob
ject
s a
nd
to
co
nve
y a
mo
od
.
132
NY
S C
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ELA
& L
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racy
Cu
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D R
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e:
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on
2 D
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: 8
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ssro
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Use
: S
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3.
Ho
w w
ere
th
e c
ha
ract
ers
dre
sse
d?
Wh
at
mig
ht
the
ir c
ost
um
es
sug
ge
st a
bo
ut
the
se c
ha
ract
ers
?
4.
Wh
at
sou
nd
s d
id y
ou
he
ar?
Wh
at
eff
ect
is
Luh
rma
nn
cre
ati
ng
wit
h t
he
se s
ou
nd
s?
5.
Wh
at
did
yo
u n
oti
ce a
bo
ut
the
lig
hti
ng
in
ea
ch
sce
ne
? W
hy
do
yo
u t
hin
k L
uh
rma
nn
ma
de
th
ese
cho
ice
s?
5%
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ast
erf
ul
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ing
: B
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dio
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s st
ud
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ts m
ay
ha
ve
no
ted
wh
ile
wa
tch
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Luh
rma
nn
’s f
ilm
, it
is
oft
en
ea
sie
r to
un
de
rsta
nd
a
pla
y l
ike
Ro
me
o a
nd
Ju
lie
t th
rou
gh
pe
rfo
rma
nce
.
Exp
lain
th
at
tod
ay
’s a
na
lysi
s w
ill
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gin
wit
h a
sho
rt a
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14
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pre
pa
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to
off
er
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ir
firs
t im
pre
ssio
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to t
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fo
llow
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qu
est
ion
:
Wh
at
are
Ro
me
o a
nd
Be
nvo
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dis
cuss
ing
?
Lea
d a
qu
ick
cla
ss d
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rie
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g o
f st
ud
en
t
ob
serv
ati
on
s.
Stu
de
nts
lis
ten
to
a p
rofe
ssio
na
l re
cord
ing
.
At
this
po
int
in t
he
le
sso
n,
stu
de
nts
ma
y
po
sse
ss o
nly
te
nta
tiv
e f
am
ilia
rity
wit
h t
he
exc
erp
t. S
tud
en
ts m
ay
be
ab
le t
o i
de
nti
fy t
he
top
ic o
f th
e c
on
vers
ati
on
be
twe
en
Be
nvo
lio
an
d R
om
eo
: a
gir
l w
ho
m R
om
eo
lik
es.
No
te:
BB
C R
ad
io 3
Fu
ll C
ast
Dra
ma
tiza
tio
n o
f R
om
eo
an
d J
uli
et
is
av
ail
ab
le o
n b
oth
iT
un
es
an
d
Am
azo
n.
(Se
e U
nit
Ov
erv
iew
.)
Alt
ern
ati
vely
, re
ad
alo
ud
th
e p
ass
ag
e
or
call
up
on
stu
de
nt
volu
nte
ers
to
he
lp p
erf
orm
th
e e
nti
re e
xce
rpt.
Ha
ve
less
flu
en
t re
ad
ers
ta
ke
Be
nvo
lio
’s p
art
be
cau
se it
ha
s fe
we
r
lin
es
an
d s
imp
ler
vo
cab
ula
ry.
He
ari
ng
th
e l
ine
s p
erf
orm
ed
wil
l a
id
in s
tud
en
t co
mp
reh
en
sio
n a
nd
rein
forc
e t
he
co
nce
pt
tha
t th
e f
irst
exc
erp
t is
a d
ialo
gu
e b
etw
ee
n t
wo
cha
ract
ers
, u
nli
ke
th
e P
rolo
gu
e i
n
Less
on
1.
If s
tud
en
ts s
tru
gg
le t
o i
de
nti
fy t
he
top
ic R
om
eo
an
d B
en
voli
o a
re
dis
cuss
ing
, e
xpla
in t
ha
t yo
u w
ill
be
wo
rkin
g t
hro
ug
h d
iffi
cult
la
ng
ua
ge
an
d p
hra
ses
tog
eth
er
to c
om
e t
o a
be
tte
r u
nd
ers
tan
din
g o
f th
e e
xce
rpt.
133
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 2
Fil
e:
9.1
.3 L
ess
on
2 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
7
45
%
Te
xt-
De
pe
nd
en
t Q
ue
stio
ns
an
d A
ctiv
itie
s
R
ea
d l
ine
s 2
06
–2
09
alo
ud
to
th
e c
lass
.
Wri
te t
he
de
fin
itio
ns
of
pro
of
an
d c
ha
stit
y (
see
Vo
cab
ula
ry c
ha
rt)
on
th
e b
oa
rd.
Dir
ect
stu
de
nts
to
th
e w
ord
pro
of
an
d a
sk t
he
m t
o
de
fin
e t
he
wo
rd i
n c
on
text
. T
he
n p
oin
t o
ut
tha
t
this
me
an
ing
is
dif
fere
nt
fro
m t
he
wa
y t
he
wo
rd i
s
ge
ne
rall
y u
sed
. H
ere
it
me
an
s "a
rmo
r" n
ot
"ev
ide
nce
."
Inst
ruct
stu
de
nts
to
re
rea
d li
ne
s 2
06
–2
07
in
pa
irs
an
d t
he
n d
iscu
ss h
ow
th
ey
mig
ht
use
th
e
de
fin
itio
ns
of
pro
of
an
d c
ha
stit
y t
o a
nsw
er
the
foll
ow
ing
qu
est
ion
:
1.
Wh
y w
ill R
osa
lin
e “
no
t b
e h
it w
ith
cu
pid
’s
arr
ow
s”?
(1
.1.2
06
–2
07
)
Ask
stu
de
nts
to
re
rea
d l
ine
s 2
06
–2
09
in
th
eir
pa
irs
an
d u
nd
erl
ine
th
e w
ord
s th
at
are
re
late
d t
o t
he
de
fin
itio
n o
f p
roo
f th
ey
ha
ve d
iscu
sse
d.
Th
en
,
ha
ve
th
em
co
nsi
de
r th
e f
ollo
win
g q
ue
stio
n:
2.
Wh
at
is t
he
re
lati
on
ship
be
twe
en
Ro
me
o a
nd
Ro
sali
ne
?
Stu
de
nts
lis
ten
to
lin
es
20
6–
20
9 a
nd
th
en
dis
cuss
de
fin
itio
ns
of
pro
of
an
d c
ha
stit
y.
Stu
de
nts
re
ad
lin
es
20
6–
20
9 i
n p
air
s a
nd
an
swe
r q
ue
stio
ns.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e:
1.
Ro
sali
ne
is
usi
ng
he
r ce
liba
cy l
ike
arm
or
to
pro
tect
he
rse
lf f
rom
fa
llin
g in
lo
ve;
she
is
“in
stro
ng
pro
of
of
cha
stit
y w
ell
-arm
ed
” (2
09
).
2.
Ro
me
o i
s in
love
wit
h R
osa
lin
e a
nd
pu
rsu
ing
he
r, l
ike
a h
un
ter
try
ing
to
ca
tch
his
pre
y,
as
is
ev
ide
nce
d b
y h
is a
tte
mp
ts t
o “
hit
” h
er
wit
h
“cu
pid
’s a
rro
ws”
(2
07
–2
08
).
5%
Q
uic
k W
rite
H
av
e s
tud
en
ts r
esp
on
d t
o t
he
fo
llow
ing
Qu
ick
Wri
te p
rom
pt:
Do
Ro
me
o a
nd
Ro
sali
ne
fe
el
the
sa
me
wa
y a
bo
ut
the
ir r
ela
tio
nsh
ip?
Be
su
re t
o u
se e
vid
en
ce f
rom
the
te
xt t
o s
up
po
rt y
ou
r a
nsw
er.
Info
rm s
tud
en
ts t
ha
t a
t th
e b
eg
inn
ing
of
the
ne
xt
Stu
de
nts
co
mp
lete
a Q
uic
k W
rite
. Se
e H
igh
Pe
rfo
rma
nce
Re
spo
nse
at
the
be
gin
nin
g o
f th
is
less
on
.
134
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 2
Fil
e:
9.1
.3 L
ess
on
2 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
8
cla
ss,
the
y w
ill
use
th
eir
wri
tte
n r
esp
on
se a
s a
sta
rtin
g p
oin
t fo
r co
nti
nu
ed
an
aly
sis
of
1.1
.20
6–
23
6 i
n L
ess
on
3.
5%
C
losi
ng
In
form
stu
de
nts
th
at
the
y w
ill
exp
an
d o
n t
he
ir
Qu
ick
Wri
tes
for
ho
me
wo
rk b
y r
ev
iew
ing
th
e t
ext
sele
ctio
n t
o f
ind
ad
dit
ion
al p
iece
s o
f e
vid
en
ce.
Stu
de
nts
exp
an
d o
n t
he
ir Q
uic
k W
rite
s fo
r
ho
me
wo
rk b
y r
ev
iew
ing
th
e t
ext
se
lect
ion
to
fin
d a
dd
itio
na
l p
iece
s o
f e
vid
en
ce.
Ho
me
wo
rk
Re
vie
w t
od
ay
’s Q
uic
k W
rite
pro
mp
t a
nd
yo
ur
resp
on
se.
Th
en
go
ba
ck a
nd
re
vie
w t
he
te
xt
sele
ctio
n f
rom
to
da
y’s
le
sso
n a
nd
fin
d 1
–2
ad
dit
ion
al
pie
ces
of
ev
ide
nce
to
exp
an
d o
n y
ou
r Q
uic
k W
rite
re
spo
nse
.
135
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 2
Fil
e:
9.1
.3 L
ess
on
2 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
9
Fil
m T
oo
l: S
tyli
stic
Ch
oic
es
Dir
ect
ion
s: U
se t
his
to
ol
to h
elp
yo
u r
eco
rd c
riti
cal o
bse
rva
tio
ns
of
Ba
z Lu
hrm
an
n’s
Ro
me
o +
Ju
lie
t. T
he
re i
s n
o n
ee
d t
o r
eco
rd a
lo
t o
f d
eta
il i
n e
ve
ry s
ect
ion
,
bu
t tr
y t
o n
ote
at
lea
st o
ne
ob
serv
ati
on
un
de
r e
ach
ca
teg
ory
.
Ch
ara
cte
rs:
Wh
o a
pp
ea
rs in
th
e s
cen
e(s
)? W
ho
ge
ts t
he
mo
st s
cre
en
tim
e?
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_
Se
ttin
g:
Wh
ere
is
this
sce
ne
(s)
set?
Wh
at
do
yo
u n
oti
ce a
bo
ut
this
en
vir
on
me
nt?
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Co
stu
me
s: W
ha
t a
re t
he
ch
ara
cte
rs w
ea
rin
g?
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So
un
ds:
Wh
at
sou
nd
s d
o y
ou
he
ar
in t
he
sce
ne
(s)?
Is
the
re a
so
un
dtr
ack
? W
ha
t e
ffe
cts
are
cre
ate
d t
hro
ug
h s
ou
nd
?
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Pro
ps:
Wh
at
are
th
e m
ost
imp
ort
an
t o
bje
cts
in t
he
sce
ne
(s)?
Ho
w a
re t
he
y u
sed
?
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136
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 2
Fil
e:
9.1
.3 L
ess
on
2 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
10
Act
ing
Sty
les:
Ho
w d
o t
he
act
ors
po
rtra
y t
he
ir c
ha
ract
ers
? A
re t
he
y d
ram
ati
c? A
re t
he
y r
ese
rve
d?
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_
Ed
itin
g:
Wh
at
do
yo
u n
oti
ce a
bo
ut
cam
era
po
siti
on
at
dif
fere
nt
mo
me
nts
in
th
e s
cen
e(s
)? I
s it
clo
se t
o t
he
act
ion
? I
s it
fa
rth
er
aw
ay
? A
t w
ha
t a
ng
le i
s th
e
cam
era
po
siti
on
ed
? D
oe
s it
mo
ve b
etw
ee
n a
cto
rs?
Wh
at
is b
ein
g f
ram
ed
? W
ha
t is
be
ing
le
ft o
ut
of
the
sce
ne
?
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_
Lig
hti
ng
an
d C
olo
r: H
ow
is
ligh
t u
sed
? W
ha
t co
lors
do
yo
u s
ee
in
th
e s
cen
e(s
)?
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_
List
th
e k
ey
eve
nts
of
the
film
se
gm
en
t yo
u v
iew
ed
:
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_
137
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 2
Fil
e:
9.1
.3 L
ess
on
2 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
11
Mo
de
l F
ilm
To
ol:
Sty
list
ic C
ho
ice
s*
Dir
ect
ion
s: U
se t
his
wo
rksh
ee
t to
he
lp y
ou
re
cord
cri
tica
l o
bse
rva
tio
ns
of
Ba
z Lu
hrm
an
n’s
Ro
me
o +
Ju
lie
t. T
he
re i
s n
o n
ee
d t
o r
eco
rd a
lot
of
de
tail
in
ev
ery
sect
ion
, b
ut
try
to
no
te a
t le
ast
on
e o
bse
rva
tio
n u
nd
er
ea
ch c
ate
go
ry.
Ch
ara
cte
rs:
Wh
o a
pp
ea
rs in
th
e s
cen
e(s
)? W
ho
ge
ts t
he
mo
st s
cre
en
tim
e?
•M
on
tag
ue
s: B
en
vo
lio
, La
dy M
on
tag
ue
, Lo
rd M
on
tag
ue
•C
ap
ule
ts:
Tyb
alt
•C
ap
tain
Pri
nce
•R
om
eo
•T
yb
alt
an
d B
en
vo
lio
ge
t a
lo
t o
f sc
ree
n t
ime
.
Se
ttin
g:
Wh
ere
is
this
sce
ne
(s)
set?
Wh
at
do
yo
u n
oti
ce a
bo
ut
this
en
vir
on
me
nt?
•F
igh
t sc
en
e i
s se
t in
sp
ort
s ca
rs a
t a
ga
s st
ati
on
. T
he
mo
vie
is
set
in m
od
ern
tim
es.
•A
fte
r fi
gh
t sc
en
e,
the
sce
ne
re
ve
als
th
e b
ig b
illb
oa
rd s
ign
s w
ith
Mo
nta
gu
e a
nd
Ca
pu
let
na
me
s.
•T
he
re is
a h
ug
e s
tatu
e o
f Je
sus
rig
ht
in t
he
mid
dle
of
vio
len
ce i
n t
he
cit
y.
•R
om
eo
sit
s a
mid
st t
he
wre
cka
ge
of
wh
at
loo
ks
lik
e a
n o
ld s
tag
e o
n t
he
wa
ter.
•B
en
vo
lio
an
d R
om
eo
are
at
the
be
ach
, w
hic
h a
lso
se
em
s to
be
an
am
use
me
nt
pa
rk.
A F
err
is w
he
el
an
d a
ca
rou
sel
loo
k d
ese
rte
d.
•R
om
eo
an
d B
en
vo
lio
wa
lk in
to a
Po
ol
Ha
ll.
Co
stu
me
s: W
ha
t a
re t
he
ch
ara
cte
rs w
ea
rin
g?
•M
em
be
rs o
f th
e M
on
tag
ue
cla
n w
ea
r o
pe
n H
aw
aii
an
sh
irts
an
d s
po
rt t
att
oo
s. T
he
y a
ll h
ave
die
d h
air
an
d w
ea
r si
lve
r cr
oss
es.
La
dy M
on
tag
ue
an
d
Mo
nta
gu
e a
re d
ress
ed
in
fo
rma
l e
ve
nin
g w
ea
r.
•M
em
be
rs o
f th
e C
ap
ule
ts a
re d
ress
ed
in
tig
ht
bla
ck l
ea
the
r. T
he
y a
lso
we
ar
silv
er
cro
sse
s a
rou
nd
th
eir
ne
cks.
Tyb
alt
ha
s a
go
ate
e a
nd
sti
ffly
sty
led
ha
ir,
an
d a
pic
ture
of
the
Vir
gin
Ma
ry a
do
rns
his
ve
st.
He
ha
s sp
urs
on
his
bo
ots
.
•T
he
Pri
nce
is
we
ari
ng
a p
olice
un
ifo
rm.
So
un
ds:
Wh
at
sou
nd
s d
o y
ou
he
ar
in t
he
sce
ne
(s)?
Is
the
re a
so
un
dtr
ack
? W
ha
t e
ffe
cts
are
cre
ate
d t
hro
ug
h s
ou
nd
?
•V
ery
dra
ma
tic
mu
sic
intr
od
uce
s th
e s
ett
ing
an
d t
he
ch
ara
cte
rs.
•S
ire
ns
scre
am
an
d c
ar
tire
s sq
ue
al d
uri
ng
fig
ht
sce
ne
.
•W
est
ern
sty
le a
dve
ntu
re m
usi
c in
th
e b
ack
gro
un
d o
f fi
gh
t sc
en
e.
•T
he
mu
sic
cha
ng
es
sud
de
nly
to
a d
ram
ati
c, s
eri
ou
s to
ne
wh
en
th
e g
as
sta
tio
n i
s e
ng
ulf
ed
in
fla
me
s.
•M
oo
dy m
usi
c p
lays
in t
he
ba
ckg
rou
nd
wh
en
Ro
me
o i
s in
tro
du
ced
.
138
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 2
Fil
e:
9.1
.3 L
ess
on
2 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
12
Pro
ps:
Wh
at
are
th
e m
ost
imp
ort
an
t o
bje
cts
in t
he
sce
ne
(s)?
Ho
w a
re t
he
y u
sed
?
•G
un
s a
re b
ran
dis
he
d i
n t
his
sce
ne
.
•T
yb
alt
po
ints
a g
un
at
a h
arm
less
lit
tle
bo
y.
•T
yb
alt
kis
ses
his
gu
n b
efo
re h
e s
ho
ots
it
•A
ctio
n h
ap
pe
ns
in a
nd
aro
un
d f
lash
y s
po
rts
cars
.
•T
he
ch
ara
cte
rs w
ea
r cr
oss
ne
ckla
ces.
Th
ere
is
a c
ross
on
th
e d
ash
bo
ard
in
Mo
nta
gu
e’s
ca
r.
•H
eli
cop
ters
pa
tro
l th
e a
ir o
ve
r th
e c
ity.
•V
an
ity l
ice
nse
pla
tes
on
th
e c
ars
sh
ow
Mo
nta
gu
e o
r C
ap
ule
t.
•R
om
eo
is
smo
kin
g,
an
d s
o is
Tyb
alt
.
•R
om
eo
ha
s a
no
teb
oo
k.
He
ma
y b
e w
riti
ng
po
etr
y.
Act
ing
Sty
les:
Ho
w d
o t
he
act
ors
po
rtra
y t
he
ir c
ha
ract
ers
? A
re t
he
y d
ram
ati
c? A
re t
he
y r
ese
rve
d?
•M
on
tag
ue
s a
re b
ein
g r
ea
lly g
oo
fy,
fig
ht
sce
ne
is
a b
it o
ve
rly d
ram
ati
c, h
igh
ly s
tyli
zed
.
Ed
itin
g:
Wh
at
do
yo
u n
oti
ce a
bo
ut
cam
era
po
siti
on
at
dif
fere
nt
mo
me
nts
in
th
e s
cen
e(s
)? I
s it
clo
se t
o t
he
act
ion
? I
s it
fa
rth
er
aw
ay
? A
t w
ha
t a
ng
le i
s th
e
cam
era
po
siti
on
ed
? D
oe
s it
mo
ve b
etw
ee
n a
cto
rs?
Wh
at
is b
ein
g f
ram
ed
? W
ha
t is
be
ing
le
ft o
ut
of
the
sce
ne
?
•C
am
era
zo
om
s in
on
th
e g
un
s o
f M
on
tag
ue
s a
nd
Ca
pu
lets
in
th
e f
igh
t sc
en
e.
Th
is p
uts
em
ph
asi
s o
n t
he
we
ap
on
s.
•C
am
era
cu
ts v
ery
qu
ick
ly b
etw
ee
n M
on
tag
ue
s a
nd
Ca
pu
lets
in
fig
ht
sce
ne
. T
his
cre
ate
s a
nd
he
igh
ten
s a
fe
elin
g o
f in
evit
ab
le v
iole
nce
.
•M
an
y a
lte
rna
tin
g c
lose
up
s o
f fa
ces
in f
igh
t sc
en
e d
ram
ati
ze t
he
te
nsi
on
.
•C
am
era
cu
ts b
etw
ee
n c
lose
up
of
Mo
nta
gu
e a
nd
Ca
pu
let’
s fa
ces
to b
rie
f sc
en
es
of
fig
hti
ng
, p
atr
oll
ing
he
lico
pte
rs,
arm
y c
om
ing
in
, e
tc.
•S
om
e p
art
s o
f th
e f
igh
t sc
en
e a
re i
n s
low
mo
tio
n.
Tyb
alt
le
ap
s th
rou
gh
th
e a
ir w
ith
gu
ns
bla
zin
g.
Lig
hti
ng
an
d C
olo
r: H
ow
is
ligh
t u
sed
? W
ha
t co
lors
do
yo
u s
ee
in
th
e s
cen
e(s
)?
•Lo
ts o
f b
rig
ht
lig
ht
an
d c
olo
rs a
re u
sed
in
th
e f
igh
t sc
en
e—
blu
e s
ky,
pin
k h
air
, b
rig
ht
blu
e,
red
an
d y
ell
ow
sp
ort
s ca
rs
•W
he
n M
on
tag
ue
s q
ue
stio
n B
en
vo
lio
ab
ou
t R
om
eo
, th
e c
olo
rs a
re m
ute
d a
nd
du
sky,
an
d t
he
lig
hti
ng
is
da
rk.
•W
he
n R
om
eo
is
intr
od
uce
d,
he
sit
s o
n t
he
be
ach
fra
me
d b
y o
ran
ge
an
d y
ell
ow
s o
f a
ro
ma
nti
c su
nse
t.
List
th
e k
ey
eve
nts
of
the
film
se
gm
en
t yo
u v
iew
ed
:
•T
he
re i
s a
str
ee
t fi
gh
t b
etw
ee
n t
he
Mo
nta
gu
es
an
d t
he
Ca
pu
lets
.
•T
he
Pri
nce
ye
lls
at
the
fa
mili
es
for
fig
hti
ng
an
d t
ell
s th
em
to
pu
t a
sto
p t
o i
t.
•T
he
Mo
nta
gu
es
ask
Be
nv
olio
ab
ou
t th
e w
he
rea
bo
uts
of
Ro
me
o.
•R
om
eo
an
d B
en
voli
o m
ee
t a
nd
ta
lk a
bo
ut
Ro
me
o b
ein
g i
n l
ove
.
*S
tud
en
ts a
re n
ot
exp
ect
ed
to
ge
ne
rate
ma
ny
de
tail
ed
ob
serv
ati
on
s in
a s
ing
le v
iew
ing
. T
his
sa
mp
le w
ork
she
et
illu
stra
tes
the
va
rie
ty o
f o
bse
rva
tio
ns
tha
t
stu
de
nts
mig
ht
ha
ve
, n
ot
the
qu
an
tity
of
no
tes
tha
t th
ey
sh
ou
ld t
ake
.
139
NY
S C
om
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& L
ite
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ssro
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Use
: S
tart
ing
9/2
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3
© 2
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3 P
ub
lic C
on
sult
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up
. T
his
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Learning�Sequence�
Pe
rce
nta
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of
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on
Te
ach
er
Act
ion
s S
tud
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t A
ctio
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ruct
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al
No
tes
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: R
L.9
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RL.
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RL.
91
0.4
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on
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t 1
.1.2
06
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th
at
stu
de
nts
be
ga
n i
n
Less
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2.
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en
d o
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is l
ess
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, st
ud
en
ts
wil
l d
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up
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th
e a
na
lysi
s th
ey p
erf
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in
bo
th l
ess
on
s to
cra
ft a
bri
ef
wri
tte
n r
esp
on
se
to t
he
fo
cusi
ng
qu
est
ion
of
this
tw
o-l
ess
on
arc
: W
ha
t ca
n y
ou
in
fer
ab
ou
t R
om
eo
fro
m
the
wa
y t
ha
t h
e d
esc
rib
es
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sali
ne
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de
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lo
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at
the
ag
en
da
.
5%
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om
ew
ork
Acc
ou
nta
bil
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stru
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tud
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th
e L
ess
on
2
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ick
Wri
te t
ha
t th
ey
re
vis
ed
an
d e
xpa
nd
ed
for
ho
me
wo
rk a
nd
po
st t
he
fo
llow
ing
inst
ruct
ion
s o
n t
he
bo
ard
:
Re
rea
d y
ou
r Q
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k W
rite
an
d l
ine
s 1
.1.2
05
�
20
9 o
f th
e p
lay
. B
ase
d o
n y
ou
r a
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lysi
s u
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int,
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at
clu
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20
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an
he
lp y
ou
to u
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tan
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ha
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ea
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ss d
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n o
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ud
en
t
Stu
de
nts
re
cap
th
at
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sali
ne
is
usi
ng
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r
vo
w o
f ce
lib
acy
to
pro
tect
he
rse
lf.
Fro
m
he
re,
stu
de
nts
ma
y b
e a
ble
to
in
fer
tha
t if
Ro
sali
ne
is
no
t h
it b
y R
om
eo
�s a
rro
ws
of
love
, sh
e i
s n
ot
in lo
ve w
ith
Ro
me
o.
Sh
e
rem
ain
s im
mu
ne
to
Ro
me
o�s
ro
ma
nti
c
ove
rtu
res,
or
un
cha
rme
d b
y h
im.
Th
e p
urp
ose
of
the
ho
me
wo
rk
acc
ou
nta
bil
ity
act
ivit
y i
s to
ha
ve
stu
de
nts
re
vis
it t
he
ir a
na
lysi
s o
f
lin
es
20
5�
20
9 i
n L
ess
on
2 a
nd
to
set
the
sta
ge
fo
r m
ak
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ne
ctio
ns
be
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en
th
e L
ess
on
2
Qu
ick
Wri
te a
nd
th
e c
lose
re
ad
ing
wo
rk i
n L
ess
on
3.
141
NY
S C
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mo
n C
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ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
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Gra
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Use
: S
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lic C
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ct 1
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(14
:35
�1
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4).
In
stru
ct s
tud
en
ts t
o f
oll
ow
alo
ng
in
th
eir
te
xts.
Th
e p
urp
ose
of
this
exe
rcis
e i
s to
re
acq
ua
int
stu
de
nts
wit
h t
he
exc
erp
t in
its
en
tire
ty.
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
75
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Te
xt-
De
pe
nd
en
t Q
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an
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ts t
o f
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2 a
lou
d.
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en
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de
nts
ha
ve r
ea
d t
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text
, d
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tte
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on
to
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e 2
11
. P
ose
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fo
llow
ing
qu
est
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fo
r a
Th
ink
-Pa
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ha
re:
1.
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at
clu
es
fro
m l
ine
s 2
06
�2
09
ca
n h
elp
yo
u t
o u
nd
ers
tan
d t
he
me
an
ing
of
the
ad
ject
ive
ass
ail
ing
in
lin
e 2
11
?
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
1.
Stu
de
nts
mig
ht
po
int
to t
he
wo
rds
hit
in
lin
e 2
06
an
d s
ieg
e i
n l
ine
21
0.
Bo
th r
efe
r to
Ro
me
o�s
ag
gre
ssiv
e d
esc
rip
tio
ns.
Stu
de
nts
infe
r th
at
ass
ail
ing
me
an
s to
ma
ke a
vio
len
t a
tta
ck o
n s
om
eth
ing
.
Dir
ect
stu
de
nts
to
re
turn
ag
ain
to
th
eir
Less
on
2 Q
uic
k W
rite
(D
o R
om
eo
an
d
Ro
sali
ne
fe
el t
he
sa
me
wa
y a
bo
ut
the
ir
rela
tio
nsh
ip?
) P
ose
th
e f
oll
ow
-up
qu
est
ion
:
2.
No
w t
ha
t yo
u�v
e t
ak
en
a c
lose
r lo
ok a
t li
ne
s
20
9�
21
2,
dig
de
ep
er.
Ca
n y
ou
fin
d o
the
r
ev
ide
nce
in
th
e t
ext
to
su
pp
ort
th
e c
laim
yo
u
ma
de
in
Le
sso
n 2
? B
e r
ea
dy
to
dis
cuss
yo
ur
ob
serv
ati
on
s w
ith
th
e c
lass
.
2.
Stu
de
nts
fu
rth
er
sup
po
rt t
he
ir a
sse
rtio
n
tha
t R
osa
lin
e i
s re
fusi
ng
Ro
me
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pu
rsu
it
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h s
pe
cifi
c re
fere
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s to
th
e t
ext
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ch a
s
the
fa
ct t
ha
t R
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lin
e w
ill n
ot
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y t
he
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ge
� o
f R
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lov
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Lea
d a
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ef
cla
ss d
iscu
ssio
n o
n s
tud
en
ts�
ob
serv
ati
on
s.
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se t
he
fo
llo
win
g q
ue
stio
ns
for
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de
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to
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. R
om
eo
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ou
rtsh
ip o
f R
osa
lin
e i
s
com
pa
red
to
a c
on
qu
est
in
ba
ttle
or
a
142
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 3 • Lesson 5
File: 9.1.3 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
1
9.1.3 Lesson 5
Introduction
In this lesson, students will begin a close reading analysis of Romeo and Juliet’s first encounter at the
Capulet Ball (1.5.92–109). Students will focus on Romeo’s initial overture to Juliet in lines 1.5.92–95.
Slowing down the pace and unpacking Romeo’s first four lines will enable students to construct the
complex foundational understanding necessary for their continued engagement with this multifaceted
extended metaphor. In Lesson 6, students will continue their analysis of this excerpt as they explore
how Juliet’s response shapes the dialogue that follows, and what this increasingly intricate interaction
might reveal about these two complex characters.
This lesson and the following one focus student analysis on Shakespeare’s use of imagery. A set of text-
dependent questions with an emphasis on vocabulary guide students in making meaning of Romeo’s
complex metaphor. At the close of the lesson, students will be introduced to the Stage Directions Tool
that will continue to shape their analysis in Lesson 6. For homework students will briefly respond in
writing to a focusing question that asks them to consider their understanding from this lesson’s close
reading.
Standards
Assessed Standard(s)
RL.9-10.3 Analyze how complex 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.
Addressed Standard(s)
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
Assessment
Assessment(s)
• Stage Directions Tool
143
NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 3 • Lesson 5
File: 9.1.3 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
2
High Performance Response(s)
• The paraphrasing and stage directions required by the Stage Direction Tool will encourage students
to analyze the interactions between Romeo and Juliet and what these interactions may reveal
about the motivations of these two complex characters. See the Stage Direction Tool Model for
High Performance Responses.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
· shrine (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead
· pilgrim (n.) – one who travels to a shrine or holy place as a devotee
· saint (n.) – one who is officially recognized after death as being holy
· palmer (n.) – another word for pilgrim
· purged (v.) – gotten rid of; cleared of guilt
· trespass (v.) – to sin; to enter someone’s land illegally
· prodigious (adj.) – being an omen (obsolete)
Vocabulary to teach (may include direct word work and/or text-dependent questions)
· profane (v.) – to treat something sacred with contempt or irreverence
Lesson Agenda/Overview
Student-Facing Agenda % of Lesson
• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, CCSS.ELA-Literacy.CCRA.R.7.
• Text: Act 1.5.92–109
• Introduction of Lesson Agenda
• Homework Accountability
• Watch Romeo + Juliet [27:57–30:26]
• Opening Activity
• Text-Dependent Questions and Activities
• Stage Directions Tool
• Closing
5%
5%
20%
20%
25%
20%
5%
Materials
• Film Tool: Stylistic Choices (see Lesson 2)
• Film Clip: Romeo + Juliet [27:57–28:46]
• Stage Directions Tool (found at the end of this lesson)
144
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
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ial-
Sh
are
Alik
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ns.
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/lic
en
ses/
by
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sa/3
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Le
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nin
g S
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Pe
rce
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ge
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on
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er
Act
ion
s S
tud
en
t A
ctio
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sup
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nd
sh
ari
ng
the
sta
nd
ard
s fo
r th
is l
ess
on
: R
L.9
-10
.1,
RL.
9-
10
.3,
RL.
9-1
0.4
, C
CS
S.E
LA-L
ite
racy
.CC
RA
.R.7
.
In t
his
le
sso
n,
stu
de
nts
wil
l e
xp
lore
Ro
me
o’s
init
ial o
ve
rtu
re t
o J
uli
et
(1.5
.92
–9
5)
du
rin
g
the
ir f
irst
en
cou
nte
r a
t th
e C
ap
ule
t B
all
(1.5
.92
–1
09
). S
tud
en
ts w
ill w
ork
wit
h t
he
cla
ss a
nd
in
pa
irs
to u
np
ack
th
e im
ag
ery
in
the
se f
irst
fo
ur
lin
es.
Th
is a
na
lysi
s w
ill h
elp
stu
de
nts
to
bu
ild
th
e f
ou
nd
ati
on
al
un
de
rsta
nd
ing
ne
cess
ary
fo
r co
nti
nu
ed
en
ga
ge
me
nt
wit
h t
his
pa
ssa
ge
in
Le
sso
n 6
.
Stu
de
nts
lo
ok
at
the
ag
en
da
.
5%
H
om
ew
ork
Acc
ou
nta
bil
ity
In
stru
ct s
tud
en
ts t
o t
alk
in
pa
irs
ab
ou
t h
ow
the
y c
an
ap
ply
th
eir
fo
cus
sta
nd
ard
to
th
eir
text
. Le
ad
a b
rie
f sh
are
ou
t o
n t
he
pre
vio
us
less
on
’s A
IR h
om
ew
ork
ass
ign
me
nt.
Se
lect
seve
ral
stu
de
nts
(o
r st
ud
en
t p
air
s) t
o e
xpla
in
ho
w t
he
y a
pp
lie
d t
he
ir f
ocu
s st
an
da
rd t
o t
he
ir
AIR
te
xt.
Stu
de
nts
(o
r st
ud
en
t p
air
s) d
iscu
ss a
nd
sha
re h
ow
th
ey
ap
pli
ed
th
eir
fo
cus
sta
nd
ard
to
th
eir
AIR
te
xt f
rom
th
e
pre
vio
us
less
on
’s h
om
ew
ork
.
20
%
Wa
tch
Ro
me
o +
Ju
lie
t
P
ass
ou
t b
lan
k co
pie
s o
f th
e F
ilm
To
ol:
Sty
list
ic
Stu
de
nts
ta
ke n
ote
s o
n t
he
ir t
oo
l a
s th
ey
145
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
4
Ch
oic
es
(se
e L
ess
on
2).
Info
rm s
tud
en
ts t
ha
t th
ey
wil
l b
e w
atc
hin
g a
sho
rt f
ilm c
lip
to
fil
l in
th
e e
ve
nts
of
1.5
th
at
pre
ced
e t
he
clo
se r
ea
din
g e
xce
rpt
for
tod
ay
.
Pla
y f
ilm c
lip
(2
7:5
7–
30
:26
; se
e U
nit
Ov
erv
iew
).
Cir
cle
th
e r
oo
m a
nd
ob
serv
e n
ote
ta
kin
g.
Off
er
gu
ida
nce
wh
en
ne
ed
ed
.
wa
tch
th
e s
cen
e.
Lea
d a
qu
ick
de
bri
ef
of
film
se
qu
en
ce (
use
som
e o
r a
ll o
f th
e q
uic
k d
eb
rie
f q
ue
stio
ns)
.
En
sure
th
at
stu
de
nts
ha
ve
re
cord
ed
th
e
pri
ma
ry e
ve
nt
of
tod
ay
’s c
lip
on
th
eir
co
py
of
Fil
m T
oo
l: S
tyli
stic
Ch
oic
es.
Stu
de
nt
resp
on
ses
to K
ey
Ev
en
ts s
ect
ion
of
the
film
to
ol m
ay
in
clu
de
th
e f
ollo
win
g:
·R
om
eo
ca
tch
es
firs
t si
gh
t o
f Ju
lie
t.
·T
yb
alt
se
es
Ro
me
o a
t th
e p
art
y.
He
wa
nts
to
fig
ht
him
, b
ut
Lord
Ca
pu
let
wil
l n
ot
all
ow
it.
Sa
mp
le f
ilm d
eb
rie
f q
ue
stio
ns:
Wh
ere
are
th
ese
sce
ne
s se
t? H
ow
do
es
this
in
flu
en
ce y
ou
r
un
de
rsta
nd
ing
of
the
act
ion
of
the
sce
ne
?
Wh
at
imp
ort
an
t p
rop
s d
id t
he
cha
ract
ers
use
in
th
ese
sce
ne
s?
Wh
y d
o y
ou
th
ink
the
se p
rop
s
we
re e
mp
ha
size
d?
Ho
w w
ere
th
e c
ha
ract
ers
dre
sse
d?
Wh
at
mig
ht
the
ir c
ost
um
es
sug
ge
st a
bo
ut
the
se c
ha
ract
ers
?
Wh
at
sou
nd
s d
id y
ou
he
ar?
Wh
at
eff
ect
is
Luh
rma
nn
cre
ati
ng
wit
h
sou
nd
?
Wh
at
did
yo
u n
oti
ce a
bo
ut
the
lig
ht i
ng
in
th
ese
sce
ne
s? W
ha
t
eff
ect
is
Luh
rma
nn
cre
ati
ng
wit
h
146
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
5
lig
ht?
20
%
Op
en
ing
Act
ivit
y
H
an
d o
ut
Sta
ge
Dir
ect
ion
s T
oo
l (f
ou
nd
at
the
en
d o
f th
is l
ess
on
). I
nst
ruct
stu
de
nts
to
fo
llow
alo
ng
on
th
eir
to
ol
as
the
y li
ste
n t
o a
ma
ste
rfu
l re
ad
ing
of
lin
es
92
–1
09
.
Pro
vid
e a
n e
xpla
na
tio
n o
f im
ag
ery
, fo
r
exa
mp
le:
Au
tho
rs u
se d
esc
rip
tiv
e l
an
gu
ag
e t
o
cre
ate
im
ag
ery
. Im
ag
ery
ca
n h
av
e d
iffe
ren
t
fun
ctio
ns
in t
he
te
xt.
Som
eti
me
s th
ese
vis
ua
l
pic
ture
s a
dd
de
tail
to
an
au
tho
r's
de
scri
pti
on
;
oth
er
tim
es
au
tho
rs e
mp
loy
fig
ura
tive
lan
gu
ag
e t
o m
ak
e a
co
mp
ari
son
th
at
he
lps
illu
stra
te a
po
int
the
au
tho
r o
r ch
ara
cte
r is
try
ing
to
ma
ke.
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
th
e
exc
erp
t o
n t
he
ir t
oo
l.
De
fin
itio
ns
for
all
of
the
wo
rds
on
the
sa
mp
le m
ast
er
list
ca
n b
e
fou
nd
at
the
bo
tto
m o
f th
e S
tag
e
Dir
ect
ion
s T
oo
l. R
ev
iew
de
fin
itio
ns
as
ne
ed
ed
.
Inst
ruct
stu
de
nts
to
re
rea
d R
om
eo
an
d J
uli
et’
s
dia
log
ue
(1
.5.9
2–
10
9)
an
d id
en
tify
an
d c
ircl
e
all
th
e im
ag
es
in t
his
pa
ssa
ge
in
th
eir
to
ol.
Ask
stu
de
nts
to
sh
are
th
e i
ma
ge
s th
ey
ha
ve
ide
nti
fie
d,
an
d r
eco
rd a
ma
ste
r li
st o
n t
he
bo
ard
.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·sh
rin
e
·p
ilg
rim
·sa
ints
·p
alm
ers
Po
se t
he
fo
llo
win
g q
ue
stio
n f
or
cla
ss
dis
cuss
ion
:
Wh
at
do
all
th
ese
ima
ge
s h
av
e i
n c
om
mo
n?
Th
is d
iscu
ssio
n w
ill
like
ly i
nco
rpo
rate
a g
rea
t
de
al
of
dir
ect
vo
cab
ula
ry i
nst
ruct
ion
. Se
e
Stu
de
nts
ma
ke
th
e c
on
ne
ctio
n b
etw
ee
n
reli
gio
us
wo
rds
an
d t
he
ima
ge
ry i
n t
he
sce
ne
.
De
fin
itio
ns
for
all
of
the
wo
rds
on
the
sa
mp
le m
ast
er
list
ca
n b
e
fou
nd
at
bo
tto
m o
f th
e S
tag
e
Dir
ect
ion
s T
oo
l. R
ev
iew
de
fin
itio
ns
as
ne
ed
ed
.
147
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
6
Inst
ruct
ion
al
No
tes.
Inst
ruct
stu
de
nts
to
re
ad
th
rou
gh
Ro
me
o a
nd
Juli
et’
s d
ialo
gu
e a
ga
in a
nd
un
de
rlin
e a
ny
oth
er
wo
rds
ass
oci
ate
d w
ith
re
lig
ion
on
th
eir
too
l.
Ask
stu
de
nts
to
sh
are
th
e w
ord
s th
ey
un
de
rlin
ed
an
d w
hy
. A
dd
th
ese
wo
rds
to t
he
list
on
th
e b
oa
rd.
Ad
dre
ss a
ny
vo
cab
ula
ry t
ha
t
stu
de
nts
are
str
ug
gli
ng
wit
h.
Sa
mp
le w
ord
s to
ad
d t
o m
ast
er
list
:
·h
oly
·d
ev
oti
on
·p
ray
er
·fa
ith
·si
n
25
%
Te
xt-
De
pe
nd
en
t Q
ue
stio
ns
an
d A
ctiv
itie
s
H
av
e s
tud
en
ts f
orm
re
ad
ing
pa
irs
an
d r
ere
ad
Ro
me
o’s
fir
st f
ou
r li
ne
s a
lou
d (
92
–9
4).
Dis
pla
y
the
fo
llow
ing
qu
est
ion
s fo
r st
ud
en
ts t
o
dis
cuss
in
th
eir
pa
irs.
Stu
de
nts
sh
ou
ld r
eco
rd
the
ir a
nsw
ers
an
d b
e r
ea
dy
to s
ha
re i
n f
ull
cla
ss d
iscu
ssio
n.
1.
Wh
at
is t
he
ho
ly s
hri
ne
th
at
Ro
me
o’s
ha
nd
is u
nw
ort
hy
to
to
uch
?
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
1.
Ro
me
o i
s re
ferr
ing
to
Ju
liet,
or
pe
rha
ps
mo
re s
pe
cifi
call
y,
Juli
et’
s h
an
d.
Ad
dit
ion
al
sca
ffo
ldin
g f
or
lin
es
92
–
94
:
·U
nd
erl
ine
th
e w
ord
th
at
Ro
me
o u
ses
to d
esc
rib
e h
is
ow
n h
an
d.
Stu
de
nts
un
de
rlin
e u
nw
ort
hie
st.
·W
ha
t is
Ro
me
o c
om
pa
rin
g h
is
lip
s to
? U
nd
erl
ine
th
e e
vid
en
ce
in t
he
te
xt.
Stu
de
nts
un
de
rlin
e t
wo
blu
shin
g
pil
gri
ms.
2.
Ho
w c
an
th
is d
esc
rip
tio
n h
elp
yo
u t
o
un
de
rsta
nd
th
e m
ea
nin
g o
f th
e w
ord
pro
fan
e
(92
) in
th
is c
on
text
?
2.
If R
om
eo
is
say
ing
th
at
his
ha
nd
is
un
wo
rth
y t
o t
ou
ch J
uli
et’
s, t
he
n p
rofa
ne
de
scri
be
s th
e r
esu
lt o
f th
e c
on
tact
be
twe
en
so
me
thin
g h
oly
an
d s
om
eth
ing
un
wo
rth
y.
Ro
me
o’s
to
uch
wo
uld
ma
ke
dir
ty,
de
gra
de
, o
r d
ish
on
or
Juli
et’
s
ho
lin
ess
.
3.
Wh
at
is R
om
eo
co
mp
ari
ng
his
lip
s to
?
Un
de
rlin
e t
he
wo
rds
in t
he
te
xt.
Usi
ng
th
e
vo
cab
ula
ry b
ox
at
the
bo
tto
m o
f yo
ur
too
l,
3.
“Tw
o b
lush
ing
pil
gri
ms.
” R
om
eo
is
com
pa
rin
g h
is l
ips
to t
wo
re
d-f
ace
d,
em
ba
rra
sse
d,
self
-co
nsc
iou
s, o
r fl
ush
ed
148
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
7
pa
rap
hra
se w
ha
t yo
u’v
e u
nd
erl
ine
d.
tr
av
ele
rs t
o a
ho
ly p
lace
.
4.
Wh
at
ge
ntl
e s
in a
re R
om
eo
’s l
ips
ab
ou
t to
com
mit
?
4.
Ro
me
o w
an
ts t
o p
lace
a t
en
de
r k
iss
on
Juli
et’
s h
an
d t
o r
ep
lace
th
e r
ou
gh
to
uch
of
his
un
wo
rth
y h
an
d.
5.
Ho
w m
igh
t yo
ur
un
de
rsta
nd
ing
of
this
pa
ssa
ge
ch
an
ge
if
the
wo
rd g
en
tle
(in
“g
en
tle
sin
”) w
as
rep
lace
d w
ith
ro
ug
h?
Ho
w d
oe
s th
e
ad
ject
ive
ge
ntl
e i
nfo
rm y
ou
r u
nd
ers
tan
din
g o
f
Ro
me
o’s
to
ne
an
d i
nte
nti
on
in
th
is p
ass
ag
e?
Wh
at
oth
er
ad
ject
ive
s in
lin
es
92
–9
5 s
up
po
rt
this
un
de
rsta
nd
ing
?
5.
If R
om
eo
ha
d r
efe
rre
d t
o h
is a
ctio
ns
as
“ro
ug
h”
sin
, it
wo
uld
se
em
lik
e R
om
eo
be
lie
ves
tha
t th
is f
lirt
ati
on
is t
ruly
a b
ad
thin
g.
Alt
ho
ug
h R
om
eo
is
usi
ng
se
rio
us
reli
gio
us
lan
gu
ag
e,
he
is
flir
tin
g w
ith
Ju
lie
t.
His
“si
n,”
an
d t
he
refo
re h
is o
ve
rtu
res,
are
no
t tr
uly
ev
il,
the
y a
re k
ind
an
d t
en
de
r
(95
).
6.
Re
fer
to t
he
de
fin
itio
ns
of
pil
gri
m a
nd
shri
ne
at
the
bo
tto
m o
f y
ou
r to
ol.
Wh
at
ext
en
de
d m
eta
ph
or
is R
om
eo
co
nst
ruct
ing
in
the
se f
irst
fo
ur
lin
es?
6.
Ro
me
o h
as
cre
ate
d a
re
ligio
us
me
tap
ho
r
to d
esc
rib
e h
is f
irst
in
tera
ctio
n w
ith
Ju
lie
t.
Ro
me
o i
s co
mp
ari
ng
him
self
to
a r
eli
gio
us
de
vo
tee
, a
nd
Ju
lie
t is
th
e h
oly
th
ing
th
at
he
ha
s co
me
to
wo
rsh
ip.
7.
Wh
at
mig
ht
this
me
tap
ho
r su
gg
est
ab
ou
t
ho
w R
om
eo
pe
rce
ive
s Ju
lie
t?
7.
Th
is m
eta
ph
or
sug
ge
sts
tha
t R
om
eo
see
s Ju
lie
t a
s so
me
thin
g t
ha
t is
wo
rth
y o
f
his
wo
rsh
ip.
So
me
stu
de
nts
mig
ht
infe
r
tha
t R
om
eo
is
pu
ttin
g J
uli
et
up
on
a
pe
de
sta
l or
ele
va
tin
g h
er
to a
sta
tus
ab
ov
e
him
self
.
Cir
cle
aro
un
d t
he
ro
om
an
d a
ssis
t a
s n
ee
de
d.
Lea
d a
fu
ll c
lass
dis
cuss
ion
of
qu
est
ion
s 1
–7
.
20
%
Sta
ge
Dir
ect
ion
s T
oo
l
E
xpla
in t
o s
tud
en
ts t
ha
t in
a p
lay
lik
e t
his
on
e,
sta
ge
dir
ect
ion
s te
ll t
he
act
ors
wh
at
the
y w
ill
An
swe
rs w
ill
vary
, b
ut
the
y s
ho
uld
in
dic
ate
an
un
de
rsta
nd
ing
of
the
imp
lie
d a
ctio
ns
in
No
te:
If s
tud
en
ts a
re u
nfa
mil
iar
wit
h t
he
fo
rma
t a
nd
fu
nct
ion
of
sta
ge
dir
ect
ion
s, d
ire
ct t
he
m t
o
149
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
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p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
8
be
do
ing
as
the
y sp
ea
k th
eir
lin
es.
Po
se t
he
fo
llo
win
g a
ctiv
ity
for
stu
de
nts
to
com
ple
te i
n t
he
ir p
air
s:
If y
ou
we
re g
oin
g t
o w
rite
a s
tag
e d
ire
ctio
n
for
Ro
me
o t
o a
cco
mp
an
y th
e f
irst
fo
ur
lin
es
of
this
sce
ne
, h
ow
wo
uld
yo
u d
ire
ct t
he
act
ion
?
Ta
ke
a m
inu
te t
o t
hin
k i
nd
ep
en
de
ntl
y,
the
n
dis
cuss
wit
h y
ou
r p
art
ne
r.
Ca
ll u
po
n s
ev
era
l stu
de
nt
pa
irs
to s
ha
re t
he
ir
resp
on
ses.
No
w d
ire
ct s
tud
en
ts i
n f
ram
ing
a m
od
el
sta
ge
dir
ect
ion
to
acc
om
pa
ny
th
ese
lin
es.
Fin
all
y,
ha
ve
stu
de
nts
re
cord
th
is
coll
ab
ora
tive
ly f
orm
ed
sta
ge
dir
ect
ion
on
the
ir o
wn
to
ol.
Stu
de
nts
ca
n r
efe
r to
th
is
sta
ge
dir
ect
ion
as
a m
od
el
in t
he
ir c
on
tin
ue
d
wo
rk w
ith
th
is t
oo
l in
Le
sso
n 6
.
Inst
ruct
stu
de
nts
to
ha
nd
in t
he
ir S
tag
e
Dir
ect
ion
s T
oo
l. T
he
to
ol
will
be
pa
sse
d b
ack
at
the
be
gin
nin
g o
f Le
sso
n 6
.
the
se f
ou
r li
ne
s.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
: R
om
eo
mig
ht
be
re
ach
ing
fo
r
Juli
et’
s h
an
d o
r m
ov
ing
to
gra
b i
t. R
om
eo
mig
ht
be
mo
vin
g t
o k
iss
Julie
t’s
ha
nd
,
lift
ing
it
to h
is m
ou
th.
(Se
e t
he
Mo
de
l
Sta
ge
Dir
ect
ion
s T
oo
l fo
r a
sa
mp
le
resp
on
se.)
lin
es
10
6 a
nd
10
8.
Po
int
ou
t th
e
bra
cke
ted
in
form
ati
on
in
th
e
ma
rgin
, [k
isse
s h
er]
, a
s a
n
exa
mp
le.
5%
C
losi
ng
F
or
ho
me
wo
rk s
tud
en
ts w
ill r
e-r
ea
d a
po
rtio
n
of
the
exc
erp
t fr
om
th
is l
ess
on
an
d r
esp
on
d
bri
efl
y i
n w
riti
ng
to
th
e f
ollo
win
g q
ue
stio
n:
Ho
w d
oe
s R
om
eo
’s i
nit
ial
ap
pro
ach
to
wa
rds
Juli
et
com
pa
re t
o h
is a
pp
roa
ch t
ow
ard
s
Stu
de
nts
re
-re
ad
an
d r
efl
ect
on
th
e c
lose
rea
din
g t
he
y c
om
ple
ted
in
th
is l
ess
on
,
resp
on
din
g b
rie
fly
in w
riti
ng
to
a f
ocu
sin
g
qu
est
ion
.
150
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
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/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
9
Ro
sali
ne
?
Stu
de
nts
sh
ou
ld c
om
e t
o t
he
ne
xt l
ess
on
pre
pa
red
to
dis
cuss
th
eir
re
spo
nse
.
Ho
me
wo
rk
Re
rea
d t
he
lin
es
92
–9
5 a
nd
re
vie
w y
ou
r Le
sso
n 5
no
tes.
No
w r
ere
ad
Ro
me
o’s
de
scri
pti
on
of
his
lo
ve
fo
r R
osa
lin
e t
ha
t y
ou
an
aly
zed
in
Le
sso
n 2
(1.1
. 22
7–
23
5).
Wri
te a
re
fle
ctiv
e r
esp
on
se t
o t
he
fo
llo
win
g q
ue
stio
n:
Ho
w d
oe
s R
om
eo
’s i
nit
ial
ap
pro
ach
to
wa
rds
Juli
et
com
pa
re t
o h
is
ap
pro
ach
to
wa
rds
Ro
sali
ne
? B
e r
ea
dy
to h
an
d i
n y
ou
r w
ritt
en
re
spo
nse
at
the
be
gin
nin
g o
f th
e n
ext
less
on
.
151
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
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/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
10
Sta
ge
Dir
ec
tio
ns
To
ol
Dir
ect
ion
s: F
ollo
w y
ou
r te
ach
er’
s d
ire
ctio
ns
to i
nse
rt s
tag
e d
ire
ctio
ns
an
d p
ara
ph
rase
dia
log
ue
.
(Exce
rpt
Re
fere
nce
: A
ct 1
, Sce
ne
5,
92
-10
9)
RO
ME
O
If I
pro
fan
e w
ith
my
un
wo
rth
iest
ha
nd
…
9
2
…
…
…
95
JULI
ET
…
96
…
…
…
RO
ME
O
…
10
0
JULI
ET
…
10
1
Sta
ge
Dir
ect
ion
s:
Sta
ge
Dir
ect
ion
s:
Pa
rap
hra
se:
152
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
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/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
11
RO
ME
O
…
10
2
…
JULI
ET
…
10
4
RO
ME
O
…
10
5
…
JULI
ET
…
10
7
RO
ME
O
…
10
8
JULI
ET
Yo
u k
iss
by t
h’
bo
ok
.
1
09
·sh
rin
e (
1.5
.93
) (n
.) –
a p
lace
in
wh
ich
de
vo
tio
n i
s p
aid
to
a s
ain
t o
r g
od
; a
to
mb
fo
r th
e d
ea
d
·p
ilg
rim
(1
.5.9
4)
(n.)
– o
ne
wh
o t
rave
ls t
o a
sh
rin
e o
r h
oly
pla
ce a
s a
de
vote
e
·p
alm
er
(1.5
.99
) (n
.) –
an
oth
er
wo
rd f
or
pil
gri
m
·p
urg
ed
(1
.5.1
06
) (v
.) –
to
ge
t ri
d o
f; t
o c
lea
r o
f g
uil
t
·tr
esp
ass
(1
.5.1
07
) (v
.) –
to
sin
; to
en
ter
som
eo
ne
els
e’s
la
nd
ill
eg
all
y
Sta
ge
Dir
ect
ion
s:
Pa
rap
hra
se:
153
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
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/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
12
Mo
de
l S
tag
e D
ire
cti
on
s T
oo
l
Dir
ect
ion
s: F
ollo
w y
ou
r te
ach
er’
s d
ire
ctio
ns
to i
nse
rt s
tag
e d
ire
ctio
ns
an
d p
ara
ph
rase
dia
log
ue
.
(Exce
rpt
Re
fere
nce
: A
ct 1
, Sce
ne
5,
92
-10
9)
RO
ME
O
If I
pro
fan
e w
ith
my
un
wo
rth
iest
ha
nd
9
2
…
…
…
95
JULI
ET
…
96
…
…
…
[Ju
lie
t p
ull
s h
er
ha
nd
ba
ck a
wa
y f
rom
Ro
me
o’s
mo
uth
]
RO
ME
O
…
10
0
Pa
rap
hra
se:
Do
n’t
bo
th p
ilg
rim
s a
nd
sa
ints
ha
ve
lip
s a
s w
ell
as
ha
nd
s?
JULI
ET
…
10
1
Pa
rap
hra
se:
Ye
s, t
he
y d
o,
bu
t th
ey
use
th
ose
lip
s to
pra
y n
ot
to k
iss.
RO
ME
O
…
10
2
…
JULI
ET
…
10
4
154
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 •
Mo
du
le 1
• U
nit
3 •
Le
sso
n 5
Fil
e:
9.1
.3 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
13
[Ju
lie
t st
an
ds
stil
l, b
ut
lea
ns
he
r h
ea
d u
p f
or
a k
iss]
RO
ME
O
…
10
5
…
[Kis
ses
he
r.]
JULI
ET
…
10
7
RO
ME
O
…
10
8
[K
isse
s h
er.
]
JULI
ET
Yo
u k
iss
by t
h’
bo
ok
.
1
09
155
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
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157
NYS Common Core ELA & Literacy Curriculum D R A F T Grades 9–12
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting
9/2013
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
1
9–12 ELA Prefatory Material
Instruction Is Shifting
This is a comprehensive English Language Arts curriculum designed to fit the demands and instructional
shifts of the Common Core State Standards (CCSS). As such, the modules, units and lessons in this
curriculum were designed with a close adherence to the Publisher's Criteria and The Tri-State/ EQuIP
Rubric. This means that teachers may encounter some new or unfamiliar structures, approaches, and
strategies. The authors of these modules have been careful to ensure that its strongest characteristic is
that it will support teachers as they build students' skills and knowledge in order to prepare them for
College and Career as defined by the standards themselves. The major features of the modules and the
ways in which these materials may differ from more traditional resources are outlined in the paragraphs
below.
The following information is organized into three sections.
1. Overall Curricular Changes Due to the Shifts Demanded by the Common Core State Standards
Some of the design features herein may necessitate shifts in practice for many high school ELA
teachers, while many of them may be familiar as principles of strong and effective teaching. Where
we see a possibility for significant changes in teacher practice, we are providing a bit of the logic
behind the choices we've made.
2. Our Approach to Homework
The modules include a research-informed, consistent, and scaffolded approach to nightly homework
for students. It blends "Accountable Independent Reading" (AIR) with opportunities for extension of
student thinking and preparation for new learning. We are providing a thorough explanation of the
system suggested herein.
3. Flexibility in This Curriculum
While some lessons provide detailed instructions or recommendations, it’s important to note that
the lessons are not scripts and they do allow for teacher preference and flexibility to ensure that
what is happening in the classroom both meets the needs of students and is in service of the shifts
and the standards. We've been careful to point out the key places where teacher perspective and
context-based decision making will be critical.
159
NYS Common Core ELA & Literacy Curriculum D R A F T Grades 9–12
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting
9/2013
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
2
1. Overall Curricular Changes Due to the Shifts Demanded by the
Common Core State Standards
a. Text Complexity The texts read in this curriculum, with few exceptions, are considerably and consistently more complex
than texts often studied at the high school level. This is in keeping with the increase in text complexity
demanded by the Common Core State Standards. While there are familiar canonical texts such as
Romeo and Juliet and “The Short, Happy Life of Francis Macomber,” there are also contemporary works
such as David Mitchell's Black Swan Green and Karen Russell's “St. Lucy's Home for Girls Raised by
Wolves.” These lessons and units also include literary nonfiction such as Rainer Maria Rilke's Letters to a
Young Poet in order to expose students to a balance of text types and to build knowledge about the
world (NYS ELA shifts 1,2, 3). It will always be necessary and appropriate for teachers to ask and support
all students to navigate grade-level text complexity. The real difference here is that teachers will no
longer translate or explain texts that are complex; all students—regardless of current ability—will be
unpacking, chunking, deconstructing, seeking meaning, conducting analysis, defining words in context,
using and developing background knowledge, and working to understand what they can of the text at
hand.
b. Depth, Not Breadth This curriculum focuses on slowing the pace and carefully exploring complex text through reading and
rereading sections to fully explore the ideas, structures, and layers of meaning. The emphasis is placed
on depth of student understanding of the text they are reading rather than the breadth of texts
“covered” by teachers. In order to keep this focus on deep student analysis of texts some works are read
in their entirety, while many others are read in excerpted selections. As students progress through each
year and up through the grades, their ability to read closely and raise and answer evidence based
questions will develop and increase in efficiency. The traditional goals of "covering texts or "collecting
miles on the page" are secondary to ensuring that students have the space, time, and support to truly
navigate grade level text complexity. What's more, the likelihood of those goals being met
independently by all students is increased when classroom time devotes itself to thoughtful exploration
and analysis of text. This curriculum expects students to engage in regular and accountable independent
reading to ensure all students are reading a sufficient volume of texts; this is discussed in greater detail
below.
c. Text Pacing and Creating Space for Close Reading As a result of the complexity of the texts used in the curriculum and the depth with which we want
teachers and students to engage in analyzing and making meaning from texts, the lessons within the
curriculum require a much slower pace than is common in many high school ELA classrooms. Pacing has
been slowed to provide time for the teacher to facilitate class in such a way that it is the students who
are thinking, talking, and writing about the text through reading, rereading, and collaborating. This will
often feel different from more traditional approaches where teachers establish background knowledge,
conduct sometimes lengthy pre-reading activities, restate or upgrade nascent student ideas and share
meaning more readily. It will not be efficient at first, and it may even feel uncomfortable for awhile as
teachers and students all work to find their “sea legs” in this new venture. In other words, in these
lessons, students are more frequently asked to address difficult questions with complex text
160
NYS Common Core ELA & Literacy Curriculum D R A F T Grades 9–12
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting
9/2013
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3
independently and in groups and to understand and articulate their own confusions and understandings
before teachers provide answers or modeling.
d. Revisiting Text and Annotating Text While common practice in poetry lessons, rereading and reviewing prose in small chunks for specific
purposes is more common in these modules than in traditional curricula. A class may spend an entire
period on ten lines of text to achieve a common and solid understanding. Part of the process of
achieving this depth of understanding involves annotating text. This curriculum frequently asks students
to note specific parts of a text that contain important ideas or themes that spark connections to other
parts of the text or a different text, or require additional attention or discussion to support
comprehension and analysis. In situations where students do not have their own copies of text to
annotate, direct guidance should be provided to them on how to take notes and make annotations not
directly on the text. For example, T-Charts with page numbers and comments or the liberal use of small
self-stick notes would be fine solutions among others.
e. Academic Vocabulary One of the foci of this curriculum, as with the Common Core Standards in general, is building students'
academic vocabulary through exposure to Tier Two words (what the standards refer to as “academic
vocabulary”) more likely to appear in complex literary and informational texts as well as regular practice
and review with the words in varied contexts (shift 6). By encountering a volume of challenging text
through independent and classroom reading, students will be exposed to a large number of these
transferable, high-octane terms; gain familiarity with them through context; and occasionally—when the
absence of definition would prohibit understanding—learn their meaning from their teacher. See our
research page for more information on the approach to academic vocabulary and academic language
demanded by the Common Core State Standards.
f. Writing from Sources and Research This curriculum emphasizes writing from sources and research, again matching the emphasis placed on
these activities in the Common Core State Standards. Using the text as the basis for forming claims and
making inferences, the students write in a variety of contexts for a variety of purposes (shifts 4, 5).
Students also engage in peer-supported and independent research projects of varying lengths and
regarding various topics. See our research page for more information about the writing standards and
the approach to research demanded by the Common Core.
g. Standards Assessed versus Standards Addressed For each lesson in the curriculum, we have identified one or two "Assessed Standards" and another
small group (most often 1–3) of "Addressed Standards." Assessed Standards identify the core work of
the lesson around which student learning has been designed. For the Assessed Standard(s) we have paid
special attention to ensure that the work of the lesson provides students opportunities to engage with
the demands of the full standard. Students will be assessed on this core work during the daily
assessment at the end of each lesson.
This Assessed/ Addressed difference may require a shift in teacher thinking in that the Common Core
demands careful attention to the language of the entire standard. Typically, for example, ELA curriculum
has concerned itself with the independent study of theme. Because of the structure and coherence of
161
NYS Common Core ELA & Literacy Curriculum D R A F T Grades 9–12
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting
9/2013
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4
individual standards within the Common Core, we must now examine the way an author manifests
theme over time through the arc of a character's development.
Due the interrelated nature of the standards, each lesson addresses (or requires some work in) other
standards to varying degrees. We have identified those standards, which have been "addressed" in
sufficient detail to scaffold student learning in order to more deeply engage with the standards in future
lessons.
The daily assessments are specifically designed to provide students the opportunity to demonstrate
their development (growth in their learning) against the standard(s) assessed in that lesson. In some
assessments, the language of the standard will be evident in the question. Other assessment questions
do not clearly reflect the language of the standards but require students to conduct all of the thinking
embedded in a specific standard in order to appropriately address the standards.
2. Our Approach to Homework
a. Independent and Regular Reading The CCSS places great emphasis on academic vocabulary. These modules focus robustly on in-class
close reading of complex text, and this is a key way to support students’ vocabulary growth. But it is
not enough.
Most of the words students need to know to be college and career ready are learned through wide
and extensive reading. Students, therefore, need to read independently—the more the better. This
is especially true for students who are currently reading below grade level because they will gain the
stamina and vocabulary required to attain grade level.
Students will read independently and regularly for homework; Accountable Independent Reading
will happen most nights, and students will quickly develop habits of mind around this practice.
Independently, therefore, students will be consuming a volume of text that they can navigate on
their own. These texts can and should often connect to the topics and ideas explored in the
modules. A companion independent reading text list is currently in development by New York State.
Ultimately, each of the modules in NYS 9–12 ELA will include a list of books and articles related to
the topics and themes of each module. These books and articles will be at a variety of complexity
levels so teachers will be able to recommend these differentially for independent reading for all
students. Independent reading is too important to wait until this can be fully developed, however,
so we are recommending an interim independent reading program oriented to the CCSS Reading
Standards.
Now and always, the school librarian or media specialist should play a key role in this aspect of the
student's literacy education by helping students and teachers locate quality high-interest books for
this purpose. They are trained and poised to be key players and student advocates in a Common
Core-aligned curriculum.
b. Accountability for Accountable Independent Reading
To make the program accountable, easy to implement, and Common Core oriented, we will focus
student attention on an applicable reading standard. To make it easier for teachers to implement,
162
NYS Common Core ELA & Literacy Curriculum D R A F T Grades 9–12
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting
9/2013
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5
and more pleasant for students, students will be encouraged to work in pairs. This can work as
described in section c (Establishing a System for Accountable Independent Reading).
c. Establishing a System for Accountable Independent Reading
Students will need to be given time to choose books, articles, websites, or journals. They can pick
any text they feel they can read independently, and they will be encouraged to do this in pairs. In
the first few days, the homework assignment would be to find a partner and a text both agree they
want to read. Beginning on day five, teachers will briefly (if they have not done so already) introduce
and explain one informational text standard and one literary standard, beginning with standard one.
For grades 9 and 10 informational, standard one is “cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text.” To make
sure that students are able to connect a focus standard to their text, we recommend introducing
informational text and literature standards 1–6 only, as these standards are the most broadly
applicable to a wide variety of texts.
Regularly during the second week, students will be given 3–5 minutes with their partner to prepare
to explain how they employed this standard in what they read the night before. For example, if a
pair of students had read an article on performance enhancing drugs in sports, they might say, “The
article talked about how substances are bad for baseball.” One strong and thorough piece of
evidence the student might cite to support this would be decreases in attendance in parks
throughout the country.
Teachers will "cold call” students and record only whether or not the response indicates that the
reporting pair understood the text and interpreted the standard accurately. If done in pairs, one
student could provide the answer, but the other student will respond to questions from the teacher
or students. Students would be graded in their pairs, with both accountable to and dependent on
the other for their performance. We suggest that teachers include these results in ELA grading and
that the focus standard change regularly until all the applicable reading standards have been
introduced. Then students can use the standard that makes most sense for what they read the night
before.
Surely some students, especially at the high school level, will game this system. Nothing is
completely airtight when it comes to holding students accountable for activity beyond the class
period. Many students will, however, do this, especially since they can gain credit for being diligent.
Even those who do shirk the work will get brief daily exposure to the reading standards and will get
modeling and exposure to how they inform a variety of reading strategies and approaches to
comprehending text. Teachers may want to assign an accountability measure, such as reading logs,
posting to a wiki, journaling, etc. for homework so that they can spot check the writing/
collaboration/thinking that happens at night for students who aren't cold called.
Once the suggested related titles for each module are posted, teachers can choose to use this same
system to hold students accountable for the related text titles. This would make the beginning
dialogue more closely connected to the unit and would help to build students’ background
knowledge.
163
NYS Common Core ELA & Literacy Curriculum D R A F T Grades 9–12
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting
9/2013
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
6
d. Other Homework/Additional Homework Outside of Independent Reading In addition to AIR, students will be asked to do two homework activities each week. It is critical that
this additional homework extend the learning of the day's lesson or prepare them for the lessons of
the following day. Homework cannot and should never be a opportunity for low performing
students to fall farther behind because of an inability to navigate grade level complex text
independently.
3. Flexibility in this Curriculum
While some lessons provide detailed instructions or recommendations, it’s important to note that
the lessons are not scripts and they do allow for teacher preference and flexibility to ensure that
what is happening in the classroom both meets the needs of students and is in service of the shifts
and the standards.
This curriculum has been carefully designed to give an example of how the standards and shifts can
be enacted in a high school ELA classroom. However, the curriculum designers recognize in any
given classroom there is a range of student needs. To accommodate that reality, this curriculum is
designed to be flexible in terms of day-to-day implementation, but with specific planning
parameters as detailed below.
a. Timing The lessons will give a suggested portion of classroom time to spend on specific activities; however,
given the complexity of the texts and analytic nature of the tasks in these lessons/units, it may be
necessary to move even more slowly than recommended. Teachers implementing this curriculum
should always move at the pace they think is right in order to give their students the essential
literacy skills demanded by the CCSS. It is better to extend the lesson than to omit sections of it for
the sake of time.
Importantly, if students are engaged in substantive evidence-based discourse and are making
meaning of the text under study, it is not necessary to push forward into the next activity, question,
or task. The priority in this work is that students are constantly developing their ability to engage in
rigorous conversation and writing informed by their analysis of texts and are gaining insights and
proficiency for themselves. In order for them to become successful and independent learners, they
need to learn these skills for keeps.
Because we are sensitive to the fact that high schools and their students are in a variety of places
with their understanding and implementation of many of the core elements of this curriculum,
including the Common Core State Standards, Accountable Independent Reading, evidenced-based
conversations about text, teaching vocabulary in context, and teaching close reading, we have
included detailed instruction on each of these elements early on in each year of instruction. If direct
instruction on each of these elements is necessary, lessons may run longer than a typical class
period. Teachers will have to make decisions, as they always have, around what is most appropriate
for their students, while ensuring students are moving towards mastery of the standards.
164
NYS Common Core ELA & Literacy Curriculum D R A F T Grades 9–12
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting
9/2013
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
7
b. Building Fluency The curriculum will include instances where the teacher is instructed to read a text aloud, in part or
in whole, in order to model fluent reading for students and to give students who are not fluent with
complex text a chance to hear the text read well. Students reading below grade level will benefit
enormously from hearing the text read while they follow along, “reading in their heads,” before they
begin to deconstruct it and conduct their own analysis. Some students may need two of these read-
throughs in order to access the text with confidence. If teachers serve students mostly reading on or
near grade level, they might choose to limit these activities in favor of having students read
independently or in group settings. This element of the curriculum is designed essential to support
weaker readers. Not only does it bring them into the text with more confidence and comfort, but it
does that while developing their ability to read more fluently.
c. Paired and Group Reading/Collaborative Work Collaboration plays a major role in being ready for college and careers (see speaking and listening
Anchor Standard 1 and Writing Anchor standard 6) and as such, these lessons/units allow for
multiple opportunities for students to collaborate while reading, writing, listening, and speaking.
Social learning and sharing of insights will likewise support students who didn’t arrive at the same
conclusion. Students who develop the habit of presenting the textual evidence that led them to
their conclusion will become better at it. Listening to peers presenting their position and supporting
it well will lift everyone’s capacity for doing the same. The Common Core Standards were designed
to weave together the four strands of reading, listening, speaking, and writing for just these reasons.
d. Grading/Scoring of Assessments These lessons/units include frequent and varied opportunities to assess student learning and track
progress towards mastery of the CCSS. These assessments can and should be used for formative
purposes, but educators may also choose to select specific assessments for the purpose of assessing
student progress and holding them accountable for their learning. To this end, we have included
rubrics and others information to give the educator data that can drive instruction or be used for
summative purposes towards determining a final course or unit grade for students.
e. Text Versions This curriculum deals with a variety of texts, both those in the public domain and those with
privately held publishing rights. Given the nature of these texts, you may notice some variance
(language, page numbers, etc.) between versions referenced in this curriculum and other available
versions. There is also a text list available, which denotes information about the text versions. The
specific version of a text is identified at the module level. Generally, the most readily available
version of a text was used; however, it is important to ensure the versions of texts used in
implementation are cross-referenced with the curriculum to ensure alignment and to make any
necessary adjustments.
165
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uld
pre
pa
re f
or
a
bri
ef
3�
5 m
inu
te d
iscu
ssio
n t
ha
t w
ill a
sk
the
m t
o a
pp
ly t
he
la
ng
ua
ge
of
the
sta
nd
ard
to t
he
ir r
ea
din
g.
Fo
r e
xam
ple
, re
ad
ing
th
e f
irst
sta
nd
ard
fo
r
info
rma
tio
na
l te
xts
ask
s st
ud
en
ts t
o �
cite
stro
ng
an
d t
ho
rou
gh
te
xtu
al
evid
en
ce t
o
sup
po
rt a
na
lysi
s o
f w
ha
t th
e t
ext
sa
ys
exp
lici
tly a
s w
ell
as
infe
ren
ces
dra
wn
fro
m
the
te
xt.�
S
tud
en
ts w
ho
ha
ve
re
ad
an
art
icle
on
pe
rfo
rma
nce
en
ha
nci
ng
dru
gs
in s
po
rts
mig
ht
say
, �T
he
art
icle
ta
lke
d a
bo
ut
ho
w
sub
sta
nce
s a
re b
ad
fo
r b
ase
ba
ll p
lay
ers
as
we
ll a
s e
ve
ryo
ne
els
e.�
A s
tro
ng
an
d
tho
rou
gh
pie
ce o
f e
vid
en
ce s
tud
en
ts m
igh
t
use
to
su
pp
ort
th
is i
s to
sa
y,
�Fo
r e
xa
mp
le,
the
y d
esc
rib
ed
ho
w h
igh
sch
oo
l stu
de
nts
are
no
w u
sin
g t
he
se s
ub
sta
nce
s a
nd
be
fore
th
is
wa
s u
nh
ea
rd o
f�th
is w
as
just
se
en
in
th
e
Stu
de
nts
wil
l co
nti
nu
e r
ea
din
g t
he
ir
Acc
ou
nta
ble
In
de
pe
nd
en
t R
ea
din
g t
ext
,
focu
sin
g o
n s
tan
da
rd R
L.9
-10
.1 o
r R
I.9
-
10
.1.
So
me
stu
de
nts
ma
y ch
oo
se t
o
an
no
tate
th
eir
Acc
ou
nta
ble
Ind
ep
en
de
nt
Re
ad
ing
te
xts
as
the
y
rea
d t
o p
ract
ice
th
e n
ew
ski
ll o
f
an
no
tati
on
. E
ve
n t
ho
ug
h t
his
rea
din
g i
s m
ea
nt
to s
tim
ula
te
inte
rest
an
d e
njo
yme
nt
in r
ea
din
g,
stu
de
nts
ma
y fi
nd
an
no
tati
ng
th
eir
text
s a
be
ne
fici
al
stra
teg
y f
or
rea
din
g c
om
pre
he
nsi
on
.
167
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 �
Mo
du
le 1
� U
nit
1 �
Le
sso
n 5
Fil
e:
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ess
on
5 D
ate
: 8
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ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
10
pro
s.�
F
or
ho
me
wo
rk,
inst
ruct
stu
de
nts
to
co
nti
nu
e
the
ir A
IR,
this
tim
e u
sin
g t
he
la
ng
ua
ge
of
the
focu
s st
an
da
rd t
o g
uid
e t
he
ir r
ea
din
g a
nd
com
e i
n p
rep
are
d f
or
a 3
�5
min
ute
dis
cuss
ion
at
the
be
gin
nin
g o
f th
e n
ext
le
sso
n
ba
sed
on
th
eir
fo
cus
sta
nd
ard
.
Homework�
Ask
stu
de
nts
to
co
nti
nu
e t
he
ir A
IR,
this
tim
e u
sin
g t
he
la
ng
ua
ge
of
the
fo
cus
sta
nd
ard
to
gu
ide
th
eir
re
ad
ing
. S
tud
en
ts s
ho
uld
co
me
in
pre
pa
red
for
a 3
�5
min
ute
dis
cuss
ion
at
the
be
gin
nin
g o
f th
e n
ext
le
sso
n b
ase
d o
n t
he
ir f
ocu
s st
an
da
rd.
168
NY
S C
om
mo
n C
ore
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& L
ite
racy
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D R
A F
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Gra
de
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du
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sso
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: 8
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ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
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mo
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/lic
en
ses/
by
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4
Learning�Sequence�
Pe
rce
nta
ge
of
Less
on
Te
ach
er
Act
ion
s S
tud
en
t A
ctio
ns
Inst
ruct
ion
al
No
tes
(ex
ten
sio
ns,
sup
po
rts,
co
mm
on
mis
un
de
rsta
nd
ing
s)
5%
In
tro
du
ctio
n o
f Le
sso
n A
ge
nd
a
B
eg
in b
y r
ev
iew
ing
th
e a
ge
nd
a a
nd
sh
ari
ng
the
sta
nd
ard
s fo
r th
is l
ess
on
: R
L.9
-10
.1,
RL.
9-
10
.3,
RL.
9-1
0.4
. A
sk s
tud
en
ts t
o i
nd
ivid
ua
lly
rere
ad
sta
nd
ard
s R
L.9
-10
.1,
RL.
9-1
0.3
, a
nd
RL.
9-1
0.4
, a
nd
ass
ess
th
eir
fa
mil
iari
ty w
ith
an
d m
ast
ery
of
the
sta
nd
ard
s o
n t
he
ir
Co
mm
on
Co
re L
ea
rnin
g S
tan
da
rds
To
ol.
Stu
de
nts
lo
ok
at
the
ag
en
da
. S
tud
en
ts
rere
ad
sta
nd
ard
s R
L.9
-10
.1,
RL.
9-1
0.3
, a
nd
RL.
9-1
0.4
, a
nd
ass
ess
th
eir
fa
mil
iari
ty w
ith
an
d m
ast
ery
of
the
sta
nd
ard
s.
5%
H
om
ew
ork
Acc
ou
nta
bil
ity
In
stru
ct s
tud
en
ts t
o t
alk
in
pa
irs
ab
ou
t h
ow
the
y c
an
ap
ply
th
eir
fo
cus
sta
nd
ard
to
th
eir
AIR
te
xt.
Lea
d a
bri
ef
sha
re o
ut
on
th
e
pre
vio
us
less
on
�s A
IR h
om
ew
ork
ass
ign
me
nt.
Se
lect
se
ve
ral
stu
de
nts
(o
r st
ud
en
t p
air
s) t
o
exp
lain
ho
w t
he
y a
pp
lie
d t
he
ir f
ocu
s
sta
nd
ard
to
th
eir
AIR
te
xt.
Stu
de
nts
(o
r st
ud
en
t p
air
s) d
iscu
ss a
nd
the
n s
ha
re h
ow
th
ey
ap
pli
ed
th
eir
fo
cus
sta
nd
ard
to
th
eir
AIR
te
xt f
rom
th
e
pre
vio
us
less
on
�s h
om
ew
ork
.
Co
nsi
de
r re
vie
win
g t
he
Qu
ick
Wri
te
fro
m L
ess
on
5 i
n a
te
xt-b
ase
d
dis
cuss
ion
.
20
%
An
no
tati
on
Pra
ctic
e
R
ev
iew
th
e a
nn
ota
tio
n c
od
es
fro
m L
ess
on
5.
·
Bo
x u
nfa
mil
iar
wo
rds.
·
Sta
r (*
) im
po
rta
nt
or
rep
ea
tin
g i
de
as.
·
Pu
t a
qu
est
ion
ma
rk (
?)
ne
xt t
o a
se
ctio
n
yo
u�r
e q
ue
stio
nin
g o
r co
nfu
sed
ab
ou
t.
Stu
de
nts
re
vie
w t
he
an
no
tati
on
co
de
s b
y
loo
kin
g o
ve
r th
e n
ote
s a
nd
ma
rkin
gs
the
y
wro
te i
n L
ess
on
5.
169
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 �
Mo
du
le 1
� U
nit
1 �
Le
sso
n 3
Fil
e:
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ess
on
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: 8
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ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
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sa/3
.0/
5
70
%
Re
ad
-Alo
ud
an
d S
tud
en
t A
ctiv
itie
s
H
av
e s
tud
en
ts t
ak
e o
ut
the
ir "
St.
Lu
cy�s
Ho
me
fo
r G
irls
Ra
ise
d b
y W
olv
es"
te
xt a
nd
turn
to
th
e S
tag
e 3
ep
igra
ph
.
Stu
de
nts
ta
ke
ou
t th
eir
�S
t. L
ucy
�s H
om
e
for
Gir
ls R
ais
ed
by
Wo
lve
s� t
ext
an
d t
urn
to t
he
Sta
ge
3 e
pig
rap
h.
Co
nsi
de
r re
vie
win
g t
he
Qu
ick
Wri
te
fro
m L
ess
on
2 a
s a
wa
y to
re
vie
w
the
re
ad
ing
fro
m L
ess
on
2.
Re
ad
alo
ud
th
e S
tag
e 3
ep
igra
ph
co
nti
nu
ing
to t
he
pa
rag
rap
h b
eg
inn
ing
wit
h �
It w
as
du
rin
g S
tag
e 3
th
at
we
me
t o
ur
firs
t
pu
reb
red
gir
ls�
(pp
. 2
35
�2
37
).
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
Ask
stu
de
nts
to
re
spo
nd
to
th
e f
ollo
win
g
qu
est
ion
in
de
pe
nd
en
tly:
Wh
at
is h
ap
pe
nin
g
wit
h M
ira
be
lla
? (
Giv
e s
tud
en
ts t
wo
to
th
ree
min
ute
s to
re
spo
nd
in
div
idu
all
y.)
Th
en
, h
av
e
stu
de
nts
sh
are
ou
t th
eir
re
spo
nse
s. R
em
ind
stu
de
nts
to
cit
e t
ext
ev
ide
nce
wh
en
giv
ing
the
ir r
esp
on
ses.
Stu
de
nt
resp
on
se m
ay
in
clu
de
th
e
foll
ow
ing
:
·
Sh
e i
s st
ill
fall
ing
be
hin
d.
Sh
e i
sn�t
ab
le t
o s
pe
ak
En
gli
sh o
r e
at
at
the
tab
le.
(�M
ira
be
lla
, b
att
lin
g a
ra
cco
on
un
de
r th
e d
inn
er
tab
le w
hile
th
e r
est
of
us
too
k d
ain
ty b
ite
s o
f p
ea
s a
nd
bo
rsch
t. M
ira
be
lla
, d
oin
g b
ell
y f
lop
s
into
co
mp
ost
.�)
·
Sh
e i
s st
art
ing
to
lo
ok
ba
d.
He
r te
eth
are
fa
llin
g a
pa
rt a
nd
sh
e i
s g
ett
ing
thin
ne
r. (
�He
r te
eth
we
re g
rou
nd
do
wn
to
nu
bb
ins;
he
r h
air
wa
s fa
llin
g
ou
t.�)
·
Th
e n
un
s th
ink
so
me
thin
g m
ust
be
do
ne
ab
ou
t h
er.
Co
nsi
de
r ca
llin
g o
n s
eve
ral s
tud
en
ts
to e
nco
ura
ge
ma
xim
um
pa
rtic
ipa
tio
n a
nd
a v
ari
ety
of
resp
on
ses.
Co
nti
nu
e r
ea
din
g f
rom
�It
wa
s d
uri
ng
Sta
ge
3
tha
t w
e m
et
ou
r fi
rst
pu
reb
red
gir
ls �
� to
,
�Je
an
ett
e g
ot
a h
ole
in
on
e.�
(p
p.
23
7�
23
9)
Stu
de
nts
fo
llow
alo
ng
wit
h t
he
re
ad
-alo
ud
.
171
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 �
Mo
du
le 1
� U
nit
1 �
Le
sso
n 3
Fil
e:
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ess
on
3 D
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: 8
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ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
6
Ask
stu
de
nts
to
en
ga
ge
in
a T
urn
-an
d-T
alk
wit
h a
pa
rtn
er
sitt
ing
ne
ar
the
m a
bo
ut
the
foll
ow
ing
qu
est
ion
: W
ha
t a
re s
om
e t
hin
gs
the
gir
ls a
re l
ea
rnin
g t
o d
o?
(G
ive
th
em
on
e
to t
wo
min
ute
s to
tu
rn a
nd
ta
lk.)
Stu
de
nt
pa
rtn
ers
pa
rtic
ipa
te i
n a
Tu
rn-
an
d-T
alk
wit
h s
om
eo
ne
sit
tin
g n
ea
r th
em
.
As
stu
de
nts
are
dis
cuss
ing
, ci
rcu
late
an
d p
rov
ide
su
pp
ort
wh
ere
ne
cess
ary
.
Ha
ve
stu
de
nt
pa
rtn
ers
sh
are
ou
t th
eir
resp
on
ses.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·
Rid
e b
icy
cle
s, d
an
ce,
pla
y c
he
cke
rs,
rea
d,
an
d g
olf
(�E
ve
ry F
rid
ay
, th
e g
irls
wh
o h
ad
lea
rne
d h
ow
to
rid
e a
bic
ycle
cele
bra
ted
by
go
ing
on
ch
ap
ero
ne
d
trip
s in
to t
ow
n.�
)
Co
nti
nu
e r
ea
din
g a
lou
d,
fro
m �
On
Su
nd
ay
s,
the
pre
ten
din
g f
elt
alm
ost
��
to,
��y
ou
cou
ld t
ell t
ha
t th
ey w
ere
ple
ase
d�
(pp
. 2
39
�
24
0).
Stu
de
nts
fo
llow
alo
ng
wit
h t
he
re
ad
-alo
ud
.
Ask
stu
de
nts
to
wri
te d
ow
n q
ue
stio
ns
the
y
ha
ve
ab
ou
t S
tag
e 3
. E
nco
ura
ge
stu
de
nts
to
loo
k b
ack
th
rou
gh
th
e S
tag
e 3
na
rra
tive
to
cap
ture
an
y q
ue
stio
ns
the
y m
ay
ha
ve f
rom
Sta
ge
3�s
en
tire
ty.
Stu
de
nts
wri
te t
he
ir q
ue
stio
ns
ab
ou
t th
e
text
. Stu
de
nts
� q
ue
stio
ns
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·
Wh
at
mig
ht
ha
pp
en
to
Mir
ab
ell
a?
Wil
l
she
ge
t k
icke
d o
ut
of
St.
Lu
cy�s
?
·
Wh
at
are
pu
reb
red
gir
ls?
·
Ho
w c
an
th
eir
ta
ils
be
in
vis
ible
?
·
Is J
ea
ne
tte
sa
d a
bo
ut
no
lon
ge
r b
ein
g
a w
olf
?
An
y q
ue
stio
n a
stu
de
nt
ha
s is
va
lid
,
as
lon
g a
s it
is
rela
ted
to
th
e t
ext
. If
stu
de
nts
are
str
ug
gli
ng
wit
h
qu
est
ion
s, e
nco
ura
ge
th
em
to
th
ink
ab
ou
t u
nk
no
wn
vo
cab
ula
ry,
de
tail
s
in t
he
te
xt t
ha
t se
em
ed
co
nfu
sin
g,
or
wh
at
the
y w
an
t to
kn
ow
fro
m t
he
text
th
at
wil
l b
e r
ea
d n
ext
.
Ask
stu
de
nts
to
sh
are
ou
t a
nd
wri
te t
he
ir
qu
est
ion
s o
n t
he
bo
ard
or
on
ch
art
pa
pe
r.
Exp
lain
to
stu
de
nts
th
at
ma
ny
of
the
se
Stu
de
nts
sh
are
ou
t th
eir
qu
est
ion
s a
nd
reco
rd t
he
m o
n t
he
bo
ard
or
on
ch
art
pa
pe
r.
Co
nsi
de
r p
ost
ing
stu
de
nt
qu
est
ion
s
to h
elp
th
em
wh
en
th
ey
go
ba
ck a
nd
clo
se r
ea
d t
his
pa
rt o
f th
e t
ext
.
172
NY
S C
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mo
n C
ore
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& L
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racy
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rric
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m
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A F
T
Gra
de
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du
le 1
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nit
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sso
n 3
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e:
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ess
on
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ate
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Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
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ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
7
qu
est
ion
s w
ill
be
an
swe
red
as
the
te
xt i
s re
ad
clo
sely
in
up
com
ing
le
sso
ns.
Co
nti
nu
e r
ea
din
g t
he
te
xt a
lou
d f
rom
,
�Sta
ge
4:
As
a m
ore
th
oro
ug
h�
� to
, ��
ho
w
the
pa
ck f
elt
ab
ou
t a
ny
thin
g�
(pp
. 2
40
�2
41
).
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
Ask
stu
de
nts
to
en
ga
ge
in
a T
urn
-an
d-T
alk
wit
h a
pa
rtn
er
sitt
ing
ne
ar
the
m a
bo
ut
the
foll
ow
ing
qu
est
ion
s: H
ow
do
es
this
sce
ne
rev
ea
l th
e d
iffe
ren
ces
be
twe
en
Mir
ab
ell
a,
Jea
ne
tte
, a
nd
Cla
ud
ett
e,
an
d w
ha
t te
xtu
al
ev
ide
nce
su
pp
ort
s yo
ur
ide
as?
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·
Mir
ab
ell
a i
s st
ill
be
hin
d.
Sh
e i
s th
e
low
est
pe
rfo
rmin
g s
tud
en
t. E
vid
en
ce
incl
ud
es:
Sh
e s
cra
tch
es
at
the
gir
ls
an
d t
he
n r
oll
s a
rou
nd
on
th
e f
loo
r.
(�M
ira
be
lla
le
t o
ut
a w
him
pe
r. S
he
scra
tch
ed
at
us
an
d s
cra
tch
ed
at
us,
rak
ing
he
r n
ail
s a
lon
g o
ur
shin
s so
ha
rd t
ha
t sh
e d
rew
blo
od
.�)
·
Jea
ne
tte
is
the
hig
he
st p
erf
orm
er.
Sh
e
is h
igh
en
ou
gh
in
th
e c
lass
to
ta
lk t
o
Mir
ab
ell
a.
(�Je
an
ett
e f
row
ne
d.
�Yo
u
are
a l
ate
blo
om
er,
Mir
ab
ella
! U
sua
lly
,
ev
ery
thin
g�s
be
gu
n t
o m
ake
mo
re
sen
se b
y M
on
th T
we
lve
at
the
late
st.�
�)
·
Cla
ud
ett
e is
on
ly w
orr
ied
ab
ou
t
he
rse
lf.
Sh
e d
oe
sn�t
ca
re a
bo
ut
Mir
ab
ell
a o
r Je
an
ett
e.
(�I
ign
ore
d h
er
an
d c
on
tin
ue
d d
ow
n t
he
ha
ll.
I h
ad
on
ly f
ou
r m
ore
ho
urs
to
pe
rfe
ct t
he
Sa
usa
lito
. I
wa
s w
orr
ied
on
ly a
bo
ut
my
self
.�)
As
stu
de
nts
are
dis
cuss
ing
, ci
rcu
late
an
d p
rov
ide
su
pp
ort
wh
ere
ne
cess
ary
.
173
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
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rric
ulu
m
D R
A F
T
Gra
de
9 �
Mo
du
le 1
� U
nit
1 �
Le
sso
n 5
Fil
e:
9.1
.1 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
p:/
/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
3
Learning�Sequence�
Pe
rce
nta
ge
of
Less
on
Te
ach
er
Act
ion
s S
tud
en
t A
ctio
ns
Inst
ruct
ion
al
No
tes
(ex
ten
sio
ns,
sup
po
rts,
co
mm
on
mis
un
de
rsta
nd
ing
s)
5%
In
tro
du
ctio
n o
f Le
sso
n A
ge
nd
a
B
eg
in b
y r
ev
iew
ing
th
e a
ge
nd
a a
nd
sh
ari
ng
the
sta
nd
ard
s fo
r th
is l
ess
on
: R
L.9
-10
.1,
RL.
9-
10
.3,
SL.
9-1
0.1
c.
Stu
de
nts
lo
ok
at
the
ag
en
da
.
5%
H
om
ew
ork
Acc
ou
nta
bil
ity
C
he
ck i
n w
ith
stu
de
nts
ab
ou
t th
eir
AIR
te
xt.
Te
ll s
tud
en
ts t
he
y w
ill
be
gin
dis
cuss
ing
th
eir
rea
din
g i
n c
lass
in
Le
sso
n 6
.
Stu
de
nts
lis
ten
.
10
%
Intr
od
uct
ion
of
An
no
tati
on
B
rie
fly
re
vie
w t
he
less
on
ag
en
da
. E
xpla
in t
o
stu
de
nts
th
at
the
y w
ill
con
tin
ue
to
wo
rk w
ith
sta
nd
ard
s R
L.9
-10
.1 a
nd
SL.
9-1
0.1
c.
In a
dd
itio
n,
stu
de
nts
are
go
ing
to
sta
rt
wo
rkin
g w
ith
sta
nd
ard
RL.
9-1
0.3
. A
sk
stu
de
nts
to
sile
ntl
y re
ad
th
e s
tan
da
rd w
hil
e
yo
u r
ea
d i
t a
lou
d f
rom
th
e C
om
mo
n C
ore
Lea
rnin
g S
tan
da
rds
To
ol
(Se
e L
ess
on
1).
Ask
: W
ha
t d
o y
ou
no
tice
ab
ou
t th
is
sta
nd
ard
? W
ha
t is
it a
skin
g y
ou
to
be
ab
le t
o
do
? A
sk s
tud
en
ts t
o j
ot
the
ir i
de
as
do
wn
.
Lea
d a
bri
ef
dis
cuss
ion
ab
ou
t th
e s
tan
da
rd.
Stu
de
nts
fo
llo
w a
lon
g,
rea
din
g s
ile
ntl
y t
he
sta
nd
ard
RL.
9-1
0.3
.
Stu
de
nts
wri
te t
he
ir i
de
as
ab
ou
t R
L.9
-10
.3
an
d s
ha
re t
he
ir r
esp
on
ses.
Sa
mp
le
resp
on
ses
ma
y i
ncl
ud
e t
he
fo
llo
win
g:
·
An
aly
ze h
ow
ch
ara
cte
rs d
ev
elo
p
·
An
aly
ze h
ow
th
ey
ad
va
nce
th
e p
lot
or
the
me
an
d i
nte
ract
wit
h o
the
r
cha
ract
ers
·
Th
is f
ocu
ses
on
co
mp
lex
cha
ract
ers
.
Th
e im
po
rta
nt
po
int
to h
elp
stu
de
nts
un
de
rsta
nd
he
re is
th
at
RL.
9-1
0.3
de
als
wit
h f
ar
mo
re t
ha
t
just
�ch
ara
cte
riza
tio
n.�
Th
is
sta
nd
ard
ask
s st
ud
en
ts t
o c
on
sid
er
ho
w c
ha
ract
ers
gro
w a
nd
ch
an
ge
ove
r th
e c
ou
rse
of
a t
ext
an
d h
ow
tho
se c
ha
ract
ers
he
lp a
dv
an
ce t
he
plo
t o
r il
lum
ina
te k
ey
id
ea
s in
a t
ext
.
Ask
stu
de
nts
to
in
div
idu
all
y re
rea
d s
tan
da
rd
SL.
9-1
0.3
an
d a
sse
ss t
he
ir f
am
ilia
rity
wit
h
Stu
de
nts
re
rea
d s
tan
da
rd S
L.9
-10
.3 a
nd
ass
ess
th
eir
fa
mil
iari
ty w
ith
an
d m
ast
ery
175
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 �
Mo
du
le 1
� U
nit
1 �
Le
sso
n 5
Fil
e:
9.1
.1 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
htt
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/cre
ati
ve
com
mo
ns.
org
/lic
en
ses/
by
-nc-
sa/3
.0/
4
an
d m
ast
ery
of
the
sta
nd
ard
on
th
eir
Co
mm
on
Co
re L
ea
rnin
g S
tan
da
rds
To
ol.
of
the
sta
nd
ard
.
Dis
cuss
th
e im
po
rta
nce
of
an
no
tati
ng
te
xt b
y
ask
ing
stu
de
nts
th
e f
ollo
win
g q
ue
stio
ns:
1.
Ho
w h
av
e w
e m
ark
ed
th
e t
ext
th
us
far
in o
ur
rea
din
g?
2.
Wh
at
are
so
me
pu
rpo
ses
for
ma
rkin
g
the
te
xt?
Stu
de
nt
resp
on
ses
sho
uld
incl
ud
e t
he
foll
ow
ing
:
1.
We
ha
ve
bo
xed
un
kn
ow
n w
ord
s a
nd
wri
tte
n t
he
de
fin
itio
ns
ne
xt t
o t
he
wo
rds,
sta
rre
d i
de
as
tha
t se
em
imp
ort
an
t o
r a
re r
ep
ea
tin
g,
an
d
sum
ma
rize
d s
om
e o
f o
ur
thin
kin
g o
n
the
te
xt.
2.
Ma
rkin
g t
he
te
xt h
elp
s yo
u
rem
em
be
r w
ha
t yo
u a
re r
ea
din
g b
y
wri
tin
g y
ou
r th
ink
ing
on
th
e t
ext
,
ke
ep
ing
tra
ck o
f im
po
rta
nt
ide
as,
thin
kin
g a
bo
ut
un
fam
ilia
r w
ord
s a
nd
qu
est
ion
ing
th
e t
ext
or
ma
kin
g
con
ne
ctio
ns
be
twe
en
id
ea
s.
As
stu
de
nts
sh
are
th
eir
id
ea
s in
th
e
foll
ow
ing
dis
cuss
ion
, it
ma
y b
e
he
lpfu
l to
ca
ptu
re t
he
ma
jor
ide
as
ab
ou
t a
nn
ota
tio
n b
y t
ak
ing
no
tes
on
cha
rt p
ap
er
or
on
th
e b
oa
rd.
Th
ese
no
tes
can
th
en
be
po
ste
d in
th
e
cla
ssro
om
fo
r re
fere
nce
pu
rpo
ses.
Sh
are
wit
h s
tud
en
ts t
ha
t m
ark
ing
th
e t
ext
is
call
ed
an
no
tati
on
. A
sk s
tud
en
ts:
3.
Ho
w d
oe
s a
nn
ota
tin
g t
ext
ch
an
ge
th
e
wa
y y
ou
re
ad
?
3.
S
tud
en
t re
spo
nse
s m
ay
in
clu
de
th
e
foll
ow
ing
:
·
It c
on
ne
cts
you
to
th
e t
ext
mo
re
de
ep
ly b
y f
orc
ing
yo
u t
o r
ea
d
act
ive
ly a
nd
pa
y c
lose
att
en
tio
n t
o
de
tail
s.
·
It m
ak
es
it d
iffi
cult
to
ju
st r
ea
d a
nd
shu
t yo
ur
min
d o
ff.
·
It m
ak
es
you
slo
w d
ow
n a
s y
ou
re
ad
.
If s
tud
en
ts s
tru
gg
le,
it m
ay
be
he
lpfu
l, t
o s
ha
re w
ith
stu
de
nts
th
at
the
re
spo
nse
s ju
st s
ha
red
re
ve
al
wh
y a
nn
ota
tio
n i
s a
clo
se r
ea
din
g
skil
l; a
nn
ota
tio
n f
orc
es
yo
u t
o r
ea
d
de
lib
era
tely
. E
xpla
in a
nn
ota
tio
n�s
rela
tio
nsh
ip w
ith
sta
nd
ard
RL.
9-
10
.1.
An
no
tati
on
he
lps
stu
de
nts
loo
k c
lose
ly a
t te
xt e
vid
en
ce t
o
fig
ure
ou
t te
xt�s
exp
lici
t a
nd
im
pli
cit
me
an
ing
s.
Exp
lain
th
at
rea
de
rs u
se s
ho
rth
an
d w
ay
s o
f S
tud
en
ts w
rite
th
e a
nn
ota
tio
n c
od
es
in
An
no
tati
on
is
a d
iffi
cult
sk
ill f
or
176
NY
S C
om
mo
n C
ore
ELA
& L
ite
racy
Cu
rric
ulu
m
D R
A F
T
Gra
de
9 �
Mo
du
le 1
� U
nit
1 �
Le
sso
n 5
Fil
e:
9.1
.1 L
ess
on
5 D
ate
: 8
/31
/13
Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
.0 U
np
ort
ed
Lic
en
se
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ati
ve
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ns.
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/lic
en
ses/
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-nc-
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5
ma
rkin
g t
ext
so
as
no
t to
ta
ke
aw
ay
fro
m
the
ir r
ea
din
g.
Dis
pla
y a
nd
exp
lain
th
e
foll
ow
ing
co
de
s:
·
Bo
x u
nfa
mil
iar
wo
rds.
·
Sta
r (*
) im
po
rta
nt
or
rep
ea
tin
g i
de
as.
·
Pu
t a
qu
est
ion
ma
rk (
?)
ne
xt t
o a
se
ctio
n
yo
u�r
e q
ue
stio
nin
g o
r co
nfu
sed
ab
ou
t.
·
Use
an
exc
lam
ati
on
po
int
(!)
for
ide
as
tha
t st
rik
e y
ou
or
surp
rise
yo
u i
n s
om
e
wa
y.
Sh
are
wit
h s
tud
en
ts t
ha
t b
esi
de
s u
sin
g t
he
cod
es,
ma
rkin
g t
he
te
xt w
ith
yo
ur
thin
kin
g
rela
ted
to
th
e c
od
es
is im
po
rta
nt.
Exp
lain
tha
t st
ud
en
ts w
ill
use
th
ese
co
de
s
thro
ug
ho
ut
the
ir c
lose
re
ad
ing
of
�St.
Lu
cy�s
�
to t
hin
k m
ore
de
ep
ly a
bo
ut
the
de
tail
s in
th
e
text
.
the
ir n
ote
bo
oks
or
refe
r to
a h
an
do
ut
of
the
co
de
s a
nd
th
eir
exp
lan
ati
on
s.
stu
de
nts
to
ma
ste
r b
eca
use
stu
de
nts
mu
st d
ete
rmin
e w
ha
t a
nd
ho
w t
o a
nn
ota
te.
Dif
fere
nti
ati
on
Co
nsi
de
rati
on
: T
he
pro
cess
of
an
no
tati
on
ca
n b
e
com
ple
x fo
r so
me
stu
de
nts
. S
om
e
stu
de
nts
wil
l n
ee
d t
he
an
no
tati
on
sym
bo
ls a
va
ila
ble
to
th
em
on
ch
art
pa
pe
r, o
n a
ha
nd
ou
t/b
oo
kma
rk,
an
d/o
r p
ost
ed
on
th
eir
de
sk.
20
%
Lea
rnin
g H
ow
to
An
no
tate
A
sk s
tud
en
ts t
o t
urn
to
th
e S
tag
e 1
ep
igra
ph
in t
he
ir �
St.
Lu
cy�s
� te
xt (
p.
22
5).
S
tud
en
ts o
pe
n t
he
ir �
St.
Lu
cy�s
� te
xts
to
the
Sta
ge
1 e
pig
rap
h.
Exp
lain
to
th
e s
tud
en
ts t
ha
t a
s th
ey
re
rea
d
the
Sta
ge
1 e
pig
rap
h a
nd
pa
rag
rap
h,
the
y
sho
uld
th
ink
ab
ou
t p
art
s o
f th
e t
ext
th
at
are
surp
risi
ng
or
sta
nd
ou
t to
th
em
in
so
me
wa
y.
Stu
de
nts
lis
ten
to
dir
ect
ion
s.
In t
his
le
sso
n,
on
ly t
wo
an
no
tati
on
cod
es
wil
l b
e t
au
gh
t b
eca
use
bo
xin
g
un
fam
ilia
r w
ord
s a
nd
wri
tin
g
qu
est
ion
s h
av
e b
ee
n i
ntr
od
uce
d i
n
pri
or
less
on
s.
Re
rea
d t
he
Sta
ge
1 e
pig
rap
h a
nd
pa
rag
rap
h 1
alo
ud
to
stu
de
nts
.
Stu
de
nts
fo
llow
alo
ng
, re
ad
ing
sil
en
tly
.
Mo
de
l a p
art
of
the
te
xt t
ha
t w
as
surp
risi
ng
.
(In
th
e s
am
ple
stu
de
nt
resp
on
ses,
th
ere
are
Stu
de
nts
re
cord
th
e t
ea
che
r m
od
eli
ng
on
S
tud
en
ts m
ay
no
tice
a v
ari
ety
of
ide
as
an
d c
od
e t
he
se i
de
as
slig
htl
y
177
NY
S C
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mo
n C
ore
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& L
ite
racy
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rric
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m
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A F
T
Gra
de
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du
le 1
� U
nit
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Le
sso
n 5
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e:
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ess
on
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ate
: 8
/31
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Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
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ort
ed
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en
se
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ati
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en
ses/
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6
seve
ral
an
no
tati
on
s to
dis
cuss
in
th
is
mo
de
lin
g e
xam
ple
.) W
rite
an
exc
lam
ati
on
po
int
(!)
on
th
e t
ext
an
d m
od
el
the
re
aso
nin
g
for
usi
ng
th
is c
od
e i
n t
he
ma
rgin
. H
av
e
stu
de
nts
wri
te t
his
mo
de
l a
nn
ota
tio
n o
n
the
ir t
ext
.
the
ir t
ext
.
An
no
tati
on
s m
ay
in
clu
de
th
e f
ollo
win
g:
·
Th
e n
um
be
r o
f a
nim
al-
like
refe
ren
ces
·
Th
e l
ack
of
act
ion
by
the
nu
ns
de
spit
e t
he
ir d
isp
lea
sure
dif
fere
ntl
y,
bu
t th
ese
exa
mp
les
sho
w t
he
te
xt d
eta
ils
stu
de
nts
sho
uld
be
th
ink
ing
mo
re d
ee
ply
ab
ou
t.
A d
ocu
me
nt
rea
de
r m
ay
be
he
lpfu
l
to s
up
po
rt t
his
mo
de
lin
g.
If s
tud
en
ts a
re n
ot
allo
we
d t
o w
rite
on
th
eir
te
xts,
pro
vid
e t
he
m w
ith
self
-sti
ck n
ote
s o
n w
hic
h t
o w
rite
the
ir a
nn
ota
tio
ns.
No
te:
it is
imp
ort
an
t to
no
t o
nly
sho
w s
tud
en
ts t
he
an
no
tati
on
ma
rkin
gs
on
th
e t
ext
, b
ut
als
o t
he
no
tes
ab
ou
t th
e m
ark
ing
.
Ask
stu
de
nts
to
id
en
tify
ad
dit
ion
al
are
as
to
an
no
tate
.
Stu
de
nts
vo
lun
tee
r a
nn
ota
tio
ns.
T
he
bri
dg
e b
etw
ee
n m
od
eli
ng
an
d
gu
ide
d p
ract
ice
ma
y r
eq
uir
e m
ore
tha
n o
ne
exa
mp
le f
or
stu
de
nts
to
full
y u
nd
ers
tan
d;
con
sid
er
pro
vid
ing
a f
ew
exa
mp
les.
Ask
stu
de
nts
to
loo
k o
ve
r th
is s
ect
ion
of
text
an
d h
av
e t
he
m s
tar
on
e i
mp
ort
an
t o
r
rep
ea
tin
g i
de
a.
Stu
de
nts
sta
r o
ne
imp
ort
an
t o
r re
pe
ati
ng
ide
a.
Ask
stu
de
nts
to
vo
lun
tee
r a
nsw
ers
.
Stu
de
nts
sh
are
ou
t th
eir
id
ea
s.
Stu
de
nt
resp
on
ses
ma
y i
ncl
ud
e t
he
foll
ow
ing
:
·
A s
tar
by
the
wo
rd f
ore
ign
be
cau
se i
t
is a
re
min
de
r o
f th
e S
tag
e 1
ep
igra
ph
say
ing
th
at
this
pe
rio
d i
s �n
ew
an
d
inte
rest
ing
.�
178
NY
S C
om
mo
n C
ore
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& L
ite
racy
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rric
ulu
m
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T
Gra
de
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du
le 1
� U
nit
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Le
sso
n 5
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e:
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ess
on
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ate
: 8
/31
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Cla
ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
Co
mm
erc
ial-
Sh
are
Alik
e 3
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ort
ed
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en
se
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ati
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en
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7
·
Sta
rs m
ark
ing
th
e r
ep
eti
tio
n o
f th
e
pro
no
un
we
.
40
%
Pa
ir-S
ha
re A
nn
ota
tio
n P
ract
ice
D
ire
ct s
tud
en
ts t
o w
ork
in
pa
irs
to r
ere
ad
th
e
sect
ion
of
the
te
xt f
rom
��A
y c
ara
mb
a,�
Sis
ter
Ma
ria
de
la
Gu
ard
ia s
igh
ed
,� t
o,
�Ne
ith
er
did
the
y�
(pp
. 2
26
�2
27
). A
s th
ey
clo
se r
ea
d t
his
sect
ion
, st
ud
en
ts s
ho
uld
no
te p
lace
s th
at
surp
rise
th
em
or
con
ne
ct t
o o
the
r id
ea
s w
ith
exc
lam
ati
on
po
ints
an
d s
tar
imp
ort
an
t o
r
rep
ea
tin
g i
de
as
in t
he
te
xt.
Re
min
d s
tud
en
ts
to w
rite
th
eir
th
ink
ing
ne
xt t
o t
he
ir
an
no
tati
on
co
de
s. S
tud
en
ts c
an
als
o b
ox
mo
re u
nfa
mil
iar
wo
rds
an
d w
rite
mo
re
qu
est
ion
s.
Stu
de
nts
tra
nsi
tio
n i
nto
pa
irs
an
d p
rep
are
to r
ea
d a
nd
an
no
tate
.
Pro
vid
e s
uff
icie
nt
pra
ctic
e t
ime
fo
r
rere
ad
ing
an
d a
nn
ota
tio
n t
o e
nsu
re
stu
de
nt
pa
irs
are
ab
le t
o w
ork
tog
eth
er
an
d t
he
n t
o s
ha
re o
ut
the
ir
mo
st s
ign
ific
an
t a
nn
ota
tio
ns
in a
cla
ss d
iscu
ssio
n.
Stu
de
nts
ha
ve p
rev
iou
sly
re
ad
th
is
sect
ion
clo
sely
, so
th
is a
nn
ota
tio
n
all
ow
s st
ud
en
ts t
o g
o d
ee
pe
r w
ith
the
clo
se r
ea
din
g a
lre
ad
y
com
ple
ted
.
As
the
stu
de
nt
pa
irs
are
re
ad
ing
an
d
an
no
tati
ng
, ci
rcu
late
an
d c
on
fer
wit
h t
he
pa
irs
ab
ou
t th
eir
an
no
tati
on
s. A
sk:
·
Wh
at
ma
rks
or
cod
es
did
yo
u i
ncl
ud
e
on
th
e t
ext
an
d w
hy
?
·
Wh
at
no
tes
did
yo
u w
rite
on
th
e t
ext
ne
xt t
o t
he
ma
rks
or
cod
es?
Wh
y?
Stu
de
nts
clo
se r
ea
d a
nd
an
no
tate
th
e t
ext
.
Wh
at
sta
nd
s o
ut
to s
tud
en
ts w
ill v
ary
.
Stu
de
nts
sh
ou
ld s
tar
som
e o
f th
e f
ollo
win
g
ide
as:
·
Sta
rs n
ea
r p
hra
ses
such
as
�th
e
pa
ck,�
�ca
llo
use
d p
ad
s o
f o
ur
fist
s�
or
�te
ari
ng
at
ou
r n
ew
ju
mp
ers
� th
at
rela
te t
o t
he
an
ima
l-li
ke b
eh
av
ior
of
the
gir
ls
·
Sta
rs n
ext
to
id
ea
s li
ke
th
e m
oth
ers
an
d f
ath
ers
ha
vin
g b
ee
n t
hre
ate
ne
d
by
fro
st (
na
ture
) a
nd
pit
chfo
rks
(hu
ma
n b
ein
gs)
, �o
uts
ide
r�s
exis
ten
ce�
an
d t
he
wo
rds
ost
raci
zed
an
d p
urg
ato
ry.
·
Sta
rs n
ext
to
th
e w
ere
wo
lf p
are
nts
Co
nsi
de
r g
ivin
g s
tud
en
ts a
nn
ota
tio
n
bo
okm
ark
s to
re
min
d t
he
m o
f th
e
an
no
tati
on
co
de
s w
hil
e t
he
y
con
tin
ue
to
clo
se r
ea
d �
St.
Lu
cy�s
.�
(Se
e t
he
Le
sso
n 5
ha
nd
ou
t:
An
no
tati
on
Bo
okm
ark
Ha
nd
ou
t)
179
NY
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ore
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de
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le 1
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nit
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sso
n 5
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e:
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ess
on
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ate
: 8
/31
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ssro
om
Use
: S
tart
ing
9/2
01
3
© 2
01
3 P
ub
lic C
on
sult
ing
Gro
up
. T
his
wo
rk is
lice
nse
d u
nd
er
a
Cre
ati
ve
Co
mm
on
s A
ttri
bu
tio
n-N
on
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mm
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ial-
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are
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e 3
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ort
ed
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en
se
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ati
ve
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mo
ns.
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en
ses/
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8
wa
nti
ng
ch
ild
ren
to
be
com
e
�na
tura
lize
d c
itiz
en
s o
f h
um
an
soci
ety
�
Co
nd
uct
a c
lass
dis
cuss
ion
ab
ou
t th
e t
ext
are
as
of
surp
rise
an
d i
mp
ort
an
t o
r re
pe
ati
ng
ide
as
fou
nd
in
th
e c
lose
ly r
ea
d s
ect
ion
on
pa
ge
s 2
26
�2
27
. A
sk t
he
stu
de
nt
pa
irs
to
sha
re o
ut
the
ir m
ost
sig
nif
ica
nt
an
no
tati
on
s.
Ask
:
·
Wh
ich
ma
rks
or
cod
es
did
yo
u i
ncl
ud
e
on
th
e t
ext
an
d w
hy
?
·
Wh
at
thin
kin
g d
id y
ou
wri
te o
n t
he
te
xt
ne
xt t
o t
he
ma
rks
or
cod
es?
Wh
y?
(Pro
vid
e s
uff
icie
nt
wa
it t
ime
wh
en
ask
ing
th
e
qu
est
ion
s a
bo
ve
.)
Se
e t
he
exa
mp
le a
nn
ota
tio
n l
ist
ab
ov
e f
or
po
ssib
le s
tud
en
t d
iscu
ssio
n r
esp
on
ses.
10
%
Qu
ick
Wri
te
T
ell
stu
de
nts
th
ey
wil
l u
se t
od
ay
�s
an
no
tati
on
s a
s a
to
ol t
o a
nsw
er
a t
ext
-
de
pe
nd
en
t q
ue
stio
n.
Re
min
d s
tud
en
ts t
o
pro
vid
e t
ext
ua
l e
vid
en
ce i
n t
he
ir r
esp
on
se.
Ba
sed
on
yo
ur
clo
se r
ea
din
g d
uri
ng
th
is
less
on
, w
ha
t d
eta
ils
rep
ea
t th
rou
gh
ou
t th
is
sect
ion
of
the
te
xt?
Wh
at
do
th
ese
de
tail
s
tell
yo
u a
bo
ut
ho
w t
he
gir
ls a
nd
th
eir
fa
mil
ies
inte
ract
wit
h o
the
r ch
ara
cte
rs i
n t
his
se
ctio
n?
Wri
te a
pa
rag
rap
h r
esp
on
se u
sin
g 3
�4
pie
ces
of
text
ua
l ev
ide
nce
.
Stu
de
nts
re
ad
ov
er
the
ass
ess
me
nt
qu
est
ion
an
d l
iste
n t
o d
ire
ctio
ns.
Se
e H
igh
Pe
rfo
rma
nce
Re
spo
nse
at
the
be
gin
nin
g o
f
this
le
sso
n.
Pre
pa
re f
or
the
less
on
ah
ea
d o
f ti
me
by
wri
tin
g t
he
ass
ess
me
nt
qu
est
ion
s
on
th
e b
oa
rd o
r o
n c
ha
rt p
ap
er
for
stu
de
nts
to
se
e.
Alt
ern
ati
vely
,
cre
ate
ha
nd
ou
ts f
or
the
stu
de
nts
wit
h s
pa
ce t
o w
rite
be
twe
en
th
e
qu
est
ion
s.
Ha
ve
th
e s
tud
en
ts w
ork
in
de
pe
nd
en
tly
to
wri
te a
re
spo
nse
to
th
e Q
uic
k W
rite
.
Stu
de
nts
in
de
pe
nd
en
tly
wri
te a
re
spo
nse
to t
he
Qu
ick
Wri
te.
En
cou
rag
e s
tud
en
ts t
o u
se w
ord
s
tha
t h
ave
be
en
in
tro
du
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in s
ma
ll
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Learning�Sequence�
Pe
rce
nta
ge
of
Less
on
Te
ach
er
Act
ion
s S
tud
en
t A
ctio
ns
Inst
ruct
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al
No
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sup
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co
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In
tro
du
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n o
f Le
sso
n A
ge
nd
a
B
eg
in b
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ev
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th
e a
ge
nd
a a
nd
sh
ari
ng
the
sta
nd
ard
s fo
r th
is l
ess
on
: R
L.9
-10
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RL.
9-
10
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RL.
9-1
0.4
.
Stu
de
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lo
ok
at
the
ag
en
da
.
5%
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om
ew
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ou
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Le
ad
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f (3
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min
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are
ou
t o
n t
he
Acc
ou
nta
ble
In
de
pe
nd
en
t R
ea
din
g (
AIR
)
ho
me
wo
rk a
ssig
nm
en
t fr
om
Le
sso
n 6
. S
ele
ct
seve
ral
stu
de
nts
(o
r st
ud
en
t p
air
s) t
o e
xpla
in
ho
w t
he
y a
pp
lie
d t
he
ir f
ocu
s st
an
da
rd t
o t
he
ir
AIR
te
xt.
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de
nts
(o
r st
ud
en
t p
air
s) s
ha
re o
ut
on
ho
w t
he
y a
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lie
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he
ir f
ocu
s st
an
da
rd t
o
the
ir A
IR t
ext
fro
m t
he
pre
vio
us
less
on
�s
ho
me
wo
rk.
5%
R
ev
iew
of
An
no
tati
on
R
em
ind
stu
de
nts
of
the
ty
pe
s o
f a
nn
ota
tio
ns
the
y h
av
e b
ee
n d
oin
g i
n r
ece
nt
less
on
s: f
or
un
fam
ilia
r vo
cab
ula
ry,
for
qu
est
ion
s, f
or
imp
ort
an
t id
ea
s, a
nd
mo
re.
Exp
lain
th
at
for
the
ne
xt f
ew
da
ys t
he
y w
ill b
e l
ea
rnin
g a
n
ad
dit
ion
al
an
no
tati
on
str
ate
gy
: u
sin
g a
n
exc
lam
ati
on
po
int
(!)
to i
nd
ica
te a
n i
de
a t
ha
t
sta
nd
s o
ut.
Yo
u m
ay
wis
h t
o c
lari
fy t
he
dis
tin
ctio
n b
etw
ee
n t
his
ne
w s
ymb
ol
an
d t
he
à s
ymb
ol,
wh
ich
allo
ws
stu
de
nts
to
in
dic
ate
con
ne
ctio
ns
wit
hin
a s
ing
le t
ext
.
Stu
de
nts
lis
ten
to
dir
ect
ion
s a
nd
re
vie
w
an
no
tati
on
ch
art
.
As
stu
de
nts
be
gin
to
da
y�s
re
ad
ing
,
the
y w
ill
ne
ed
to
ap
ply
wh
at
the
y
kn
ow
ab
ou
t Ja
son
, th
e n
arr
ato
r o
f
Bla
ck S
wa
n G
ree
n,
as
the
y se
e h
im
in a
ne
w s
itu
ati
on
. P
oin
t o
ut
tha
t
an
y q
ue
stio
ns
an
d c
on
fusi
on
s th
ey
ha
d e
arl
ier
in t
his
ch
ap
ter
wil
l b
e
ad
dre
sse
d a
s th
ey
pe
rse
ve
re a
nd
rea
d c
lose
ly.
181
