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Coming of Age on Stage Have Students Read the Goals for the 5 Unit and Mark Any Words That Are Unfamiliar to Them

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Coming of Age on Stage Have Students Read the Goals for the 5 Unit and Mark Any Words That Are Unfamiliar to Them UNIT 5 UNIT Read aloud the Unit Overview, asking students to mark the text 5 by highlighting words and phrases that help them predict what the unit will be about. Share responses in partner, small-group, or whole- class discussion. Have students look at the photograph and respond to the visual prompt. You may want to have students think-pair-share to write a short response or discuss their Coming of Age responses as a class. on Stage TEACHER TO TEACHER Have students begin to think about the power of theater and drama by posing the unit’s Essential Questions: How do actors and Visual Prompt: The balcony scene is one of the most famous in Romeo and Juliet. How do you visualize this scene? directors use theatrical elements to create a dramatic interpretation? Why do we study Shakespeare? You may want to ask students to reflect on and share their knowledge Unit Overview of the play Romeo and Juliet. For Romeo and Juliet, a coming-of-age drama example, some students may be about two young star-crossed lovers, was one familiar with the story from popular of William Shakespeare’s most popular plays songs or films that reference the in his lifetime. To this day, it is one of his most plot or characters. Students who widely performed plays, and it has inspired have studied A Midsummer Night’s countless artists, musicians, and filmmakers Dream may remember the Pyramus to bring to life their own visions of this and Thisbe story from the play within timeless tragedy. In this unit, you will join their a play and be able to connect it to ranks by planning and performing your own the story of Romeo and Juliet. Have © 2018 College Board. All rights reserved. collaborative interpretation of a scene. After students think about why this play is reflecting on this experience, you will conduct so frequently referenced in popular research to support an argument about the culture. relevance of Shakespeare in today’s world. English Learner Support evidence for their arguments by having them complete the Conclusion Builder graphic G9_U5_SE_B1.indd 357Leveled Differentiated Instruction 10/11/16 11:36 am organizer. For guidance on differentiating tasks for English 5.12: Use the Paraphrasing and Summarizing language learners at various levels of language Map graphic organizer to support students in proficiency, refer to the Leveled Differentiated memorizing and performing a Shakespearean Instruction suggestions in these activities: soliloquy. 5.4: Have students use the Unknown Word 5.15: Have students use sentence frames and Solver graphic organizer to help determine the the Collaborative Dialogue graphic organizer to meanings of unknown words and phrases. plan for a whole-group debate. © 2018 College Board. All rights reserved. 5.6: Provide support for engagement with the film by using subtitles. Help students develop GG9_U5_TE_B1.indd9_U5_TE_B1.indd 335757 110/11/160/11/16 22:19:19 ppmm UNIT 5 UNIT Coming of Age on Stage Have students read the goals for the 5 unit and mark any words that are unfamiliar to them. Have students add these words to the classroom GOALS: Contents Word Wall, along with definitions. • To cite textual evidence Activities You may also want to post these to support analysis of a dramatic text 5.1 Previewing the Unit ................................................................. 360 goals in a visible place in the • To analyze the representation classroom for the duration of this of key scenes in text, film, 5.2 Shakespeare’s Age ...................................................................361 unit, allowing you and your students and other mediums Monologue: Excerpt from As You Like It, by William Shakespeare to revisit the goals easily and gauge • To collaborate with peers on 5.3 A Sonnet Sets the Stage .......................................................... 364 progress toward achieving goals an interpretive performance D r a m a : Prologue from Romeo and Juliet, by William Shakespeare throughout the unit. • To conduct research to answer questions and 5.4 Conflict Up Close ..................................................................... 367 gather evidence *Drama: Romeo and Juliet, by William Shakespeare (Act I) VOCABULARY DEVELOPMENT • To analyze how an author uses rhetoric to advance Adding to vocabulary knowledge is 5.5 Talking by Myself......................................................................371 a purpose *Drama: Romeo and Juliet, by William Shakespeare (Act I) essential for reading fluency. Students • To write an argument to will encounter new vocabulary in this support a claim 5.6 Party Blocking ......................................................................... 373 course in multiple ways: *Film: Two film interpretations of Romeo and Juliet (Act I) • Academic Vocabulary 5.7 Acting Companies .................................................................... 377 • Literary Terms ACADEMIC VOCABULARY *Images: Posters and flyers from Shakespeare productions • Academic Vocabulary in Context vocal delivery (unfamiliar terms glossed in text visual delivery 5.8 What’s in a Setting? ................................................................ 382 synthesis selections) *Drama: Romeo and Juliet, by William Shakespeare (Act II) counterclaim Script: Excerpt from West Side Story, by Arthur Laurents • Word Connections concession • Oral Discussions refutation *Film: Two film interpretations of Romeo and Juliet hook 5.9 Friends and Foils ..................................................................... 389 Encourage students to review and concluding statement add to the words in their Reader/ call to action *Drama: Romeo and Juliet, by William Shakespeare (Act II) Writer Notebooks. Having students 5.10 A Wedding and a Brawl ........................................................... 391 use word-study graphic organizers *Drama: Romeo and Juliet, by William Shakespeare (Act II–III) to study key vocabulary terms in Literary Terms *Film: A film interpretation of Romeo and Juliet depth will greatly enhance their monologue 5.11 Emotional Roller Coaster ......................................................... 397 understanding of new words and drama *Drama: Romeo and Juliet, by William Shakespeare (Act III) their connection to unit concepts and tragedy to the broader use of academic terms. sonnet 5.12 TWISTing Their Words ............................................................. 399 theatrical elements See the Resources section at blocking *Drama: Romeo and Juliet, by William Shakespeare (Act II–III) the back of this book for examples dramaturge 5.13 A Desperate Plan ..................................................................... 402 © 2018 College Board. All rights reserved. of graphic organizers suitable for foil soliloquy *Drama: Romeo and Juliet, by William Shakespeare (Act IV) word study. As students become subtext more familiar with using graphic 5.14 The Fault in Their Stars ............................................................ 405 organizers to explore the meaning of *Drama: Romeo and Juliet, by William Shakespeare (Act V) a word, you may want them to create *Film: A film interpretation of Romeo and Juliet their own graphic organizers. Embedded Assessment 1: Presenting a Dramatic Interpretation .....408 CONTENTS Have students skim/scan the activities and texts in this unit. Have them note any texts they have heard about but never read and any EL Support (continued) activities that sound particularly G9_U5_SE_B1.indd5.16: Provide 358 extra support for crafting an 10/11/16 11:36 am G9_U5_SE_B1.indd 359 10/11/16 11:36 am interesting. argument using the Persuasive/Argument Writing Map graphic organizer. 5.18: Use the Spanish/English glossary to support vocabulary development. 5.20: Help students answer text-dependent questions using the Idea and Argument Evaluator graphic organizer. © 2018 College Board. All rights reserved. 358 SpringBoard® English Language Arts Grade 9 GG9_U5_TE_B1.indd9_U5_TE_B1.indd 335858 110/11/160/11/16 22:19:19 ppmm Coming of Age on Stage UNIT 5 LANGUAGE DEVELOPMENT Several recurring SpringBoard features help build students’ knowledge Language and Writer’s of grammar and usage concepts. Craft Language and Writer’s Craft features • Rhetorical Questions 5.15 Previewing Embedded Assessment 2: (5.16) guide students to examine a writer’s use of a language concept in context Is Shakespeare Relevant? ........................................................410 • Using and Citing Sources (5.17) before incorporating the concept 5.16 Shakespeare in the Modern Age ............................................. 414 into their own writing. Grammar & Article: “On the Bard’s Birthday, Is Shakespeare Still Usage features briefly highlight and Relevant?” by Alexandra Petri explain an interesting grammar or MY INDEPENDENT 5.17 Shakespeare’s Globe ............................................................... 420 usage concept that appears in a text, READING LIST Article: “Britain Puts on a Shakespeare Marathon as both to improve students’ reading comprehension and to increase World Arrives for the Olympic Games,” by Jill Lawless their understanding of the concept. Article: “On Love and War, Iraq Learns from Shakespeare,” by Periodic Language Checkpoints Shelina Zahra Janmohamed offer in-depth practice with standard 5.18 Did Shakespeare Invent Teenagers? ....................................... 428 English conventions and usage and ask Article: Excerpt from How Shakespeare Changed Everything, by students to revise sample sentences as Stephen Marche well as their own
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