WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template

Name Amato DeIuliis Date Mar 3---Mar 14 Length of Lesson 2 weeks Content Area English 9 Edline was updated this week: My Class website was updated this week:

STAGE I – DESIRED RESULTS LESSON TOPIC: BIG IDEAS: UNIT 4: DRAMA – Part 1 “Romeo & Juliet (Content standards, assessment anchors, eligible content) objectives, and skill focus)

ANCHORS: •Comprehension requires and enhances critical thinking and is constructed R11.B.2.1.2 through the intentional interaction between reader and text R11.B.3.1.1 •Listening provides the opportunity to learn, reflect, and respond R11.B.1.1.1 •Effective speaking and listening are essential for productive communication. •Information to gain or expand knowledge can be acquired through a variety of R11.B.1.1.2 sources. •Purpose, topic and audience guide types of writing

UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: •How does interaction with text provoke thinking and response? Students will understand: •How does productive oral communication rely on speaking and •Essential content, literary elements and devices inform meaning listening? •Active listening facilitates learning and communication. •Research is an inquiry based process •How do we use information gained through research to •Informational sources have unique purposes. expand knowledge? •Validity of information must be established. •How can our knowledge and use of the research process •Organization of information facilitates meaning promote lifelong learning?? •Purpose, context and audience influence the content and delivery in speaking situations •Acquiring and applying a robust vocabulary assists in constructing meaning •Informational writing describes, explains and/or summarizes ideas or content in a variety of genrey VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): • Tragedy 1.*Use and cite evidence from texts to make • Blank Verse assertions, inferences, generalizations, and to draw • Iambic Pentameter • Protagonist conclusions • Antagonist 2.Evaluate the effectiveness of the author’s use of • Tragic Hero literary devices in various genre • Tragic Flaw 3.Analyze the impact of societal and cultural • Monologue influences in texts • Soliloquy 4.Evaluate the characteristics of various genre (e.g. • Drama • Foil fiction and nonfiction forms of narrative, poetry, • Summarize drama and essay) to determine how the form relates to • Pernicious purpose. • Posterity 5.*Articulate connections between and among words • Anguish based on meaning, content, and context to distinguish • Profane • Mutiny nuances or connotations • Spite 6.Analyze the context of literal, figurative, and • Gall idiomatic vocabulary to clarify meaning • Discreet 7.Write with a sharp, distinct focus (e.g. sharp • Reconing controlling point), identifying topic, purpose and • Ancient audience (focus) 8.Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style) 9.Use socially and academically appropriate writing conventions in a variety of formal and informal communication. Students will be able to:

•Discuss and analyze the life and times of Shakespeare and the Renaissance •Describe the Globe Theater •Recognize and explain the term “Tragic Hero” •Define Shakespearian vocabulary •Analyze Shakespeare’s use of foil characters •Summarize to improve comprehension •Perform interpretations of Shakespearian texts •Understand figurative language •Describe examples of personification, imagery, simile, metaphor, foreshadowing, flashback, irony and satire in Shakespeare’s text •Select Shakespearian research topics •Conduct research on Elizabethan era •Produce a MLA format work cited page for research project •Write source notes •Distinguish between essential and nonessential information during research •Cite evidence for research using MLA format •Locate pictures/images for visual component of the Shakespeare research project •Write a 1 page summary of research findings •Present a power point or poster on selected research topics •Create an oral presentation on the selected research topic•Analyze sequence of events in a nonfiction text •Identify Problem/Solution •Recognize characteristics of a memoir STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: PERFORMANCE TASK: #1. Graphic Organizers •Chart foil characters #2. Exit Tickets •Compare & contrat foil characters using vein diagrams #3. Thumbs Up •Write summaries of Shakespearian Dialogue Others: •Paraphrase Shakesperian Dialogue •Write synonyms for Shakesperian vocabulary •Write sentences that apply the meaning to Shakesperian vocabulary through the use of context clues •Create a book cover using blurbs for the prologue of Romeo & Juliet •Identify types of figurative language and write its meaning •Chart inferences for character motivations by identyfying the words and actions of the characters •Identify context clues to understand meaning of vocabulary •Write a letter to the Verona Daily News describing the disturbances caused by the Montigues and Capulets •Write a horoscope for a selected character from Act I •Select a quote and create a Friendship Card for a character from the play •Write journal entries in response to prompts •Create Shakesperian Insults using vocabulary words •Create a rap or poem on a character or themes from the play

STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: *KWL Chart (Basic & Below •Read “Genre Focus: Active Engagements used: •Glencoe Textbook Basic Performance) Drama” p. 682-693 #1. Graphic Organizers •Glencoe *Skills Tutor •Read “Romeo & Juliet: Act #2. Note-Taking Handouts/Worksheets *5-Fold Graphic Organizer I” pp. 694-721 Others: •Drama Power Point (Basic & Below Basic •“Romeo & Juliet: Act I” Foil •PDE Writing Prompt Performance) Worksheet Describe usage: Teacher lecture •PDE Writing Rubric *Extending the Story •“Romeo & Juliet: Act I” and student discussion in class •Journals (Advanced) Summarizing Worksheet •Notebook *5-Paragraph Essay •“Romeo & Juliet: Act I” •Planner (Advanced) Vocabulary Worksheet Scaffolding used: •Shakespeare Research •“After You Read” p. 721 #1- #1. Build on Prior Knowledge Pack 8 #2 . Graphic Organizers •“Foil p. 721 #1-2 Others: •Summarizing p. 721 #1-2 CONTENT AREA •Read “Romeo & Juliet: Act Describe usage: READING: II” pp. 723-744 1. Students collaborate and •“After You Read” p. 745 #1- complete graphic organiziers in Glencoe Textbook Unit 4 7 Learning Centers : DRAMA •“Figuative Language” p. 745 2. Teacher lecture for Guided #1-2 Notes in class •“Making Inferences” p. 745 #1-2 •“Romeo & Juliet: Act II” Other techniques used: Figurative Language Word Wall Worksheet •“Romeo & Juliet: Act II” Making Inferences Worksheet •“Romeo & Juliet: Act II” Vocabulary Worksheet •Romeo & Juliet Horoscopes •Romeo & Juliet Raps/Poems MINI LESSON: •Romeo & Juliet Friendship •Journal Writing •Shakesperian Drama Prompts Cards •Define Shakesperian •Romeo & Juliet News vocabulary (using teacher power Letters point presentations and textbook •Shakespeare Research footnotes) Project •Grammar Mini-Lesson (content determined by student weaknesses in writing assignments)