Collaborative+Unit+Lesson+4

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**Unit Goal‍‍‍‍‍‍‍‍s‍‍‍‍‍‍‍‍‍‍‍:‍‍‍** **Standards (Common Core):**
 * Title: ** //Act II of Romeo & Juliet, Literary Devices //
 * # Analyze their own beliefs (and those of the characters) and what affects why they believe what they do
 * 1) Define the difference between family love and romantic love and decide which is more important in what situations
 * 2) Identify moments in their own lives (and in the texts) as examples of positive or negative rebellion
 * 3) Track the changes in their own and the characters' moral codes over time (and what experiences influence that change ||   ||
 * 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.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * RL.9-10.4. 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).

=Rationale: =

In this lesson we will build towards the journal assessment, the debates, and the final paper. Each activity progressively scaffolds towards achieving an understanding of Shakespeare’s language.‍‍‍ By using technology, students will learn how to find reliable sources of information on the World Wide Web. Requiring students to cite textual evidence will help them develop skills needed to succeed in grades 10-12 and beyond. By utilizing partner pairing, students are effectively and efficiently gaining a thorough understanding of Shakespeare’s language and arsenal of rhetorical devices. By closing with the fishbowl activity, students will practice creating critical thinking questions, which will help determine student strengths and weaknesses in the unit so far. Reflection to follow.

=Lesson Objectives‍‍‍‍‍: =

1. Students will attempt to demystify Shakespeare’s usage of literary devices in order to more completely understand the text. 2. Students will look for examples of literary devices in //Romeo and Juliet// in order to apply their new knowledge of these terms. 3. Students will rewrite a section of //Romeo and Juliet// in modern language in order to demonstrate an understanding of Shakespeare’s language and plot. =Materials: =

-Act II of //Romeo and Juliet// -Paper -Bodies & voices

=<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Activities: =

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">-**Motivational device** (5 minutes)- Have students sit at computers and log on. <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Collect belief charts from students. Post “For naught so vile that on the earth doth live / But to the earth some special good doth give, / Nor aught so good but strain’d from that fair use / Revolts from true birth, stumbling on abuse: / Virtue itself turns vice, being misapplied; / And vice sometime’s by action dignified” on board. On whiteboard, post the following questions and have students reflect. “What do these lines mean? What was hard about figuring this out?” Think pair share. Include fishbowl question “Do you think people of the time period had a hard time understanding Shakespeare’s language?<range type="comment" id="706294">” = = <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">-**Vocabulary Webquest** (20 minutes)- In pairs, Students will look up the definitions of the following literary devices: Personification, allusion, alliteration, metaphor, pun, simile, irony, hyperbole. Provide websites: [] and []. For each definition, have the pair create an example of the literary device. Pairs will share their answers with the class<range type="comment" id="541565">.

-**Literary Devices in R&J (15 minutes)**- Give link to Romeo and Juliet online: http://shakespeare.mit.edu/romeo_juliet/full.html. Students will look for examples of their assigned literary device in Act II //Romeo and Juliet//. Students will share their examples with the class<range type="comment" id="211828">.

-**Wedding Scene Rewrite (10 minutes)-** Have each pair of students take a four line segment of the wedding scene (Act II Scene 6) and rewrite it in modern day language, <range type="comment" id="858649">being sure to preserve/translate Shakespeare’s use of literary devices. Select students to share their rewrites with the class. Collect rewrites. -**Closure (pass out the door)**- Fishbowl questions- each student writes a question (something they want to learn more about or don’t understand from //Romeo and Juliet// or //Street Love// or the unit in general) on a slip of paper, and each slip is placed in a fishbowl-esque container. Instructions will be posted on the board<range type="comment" id="549162">.
 * -Assessment ** - Collect vocab worksheet and rewrites to determine students’ understanding of the material covered in class<range type="comment" id="151261">.