DzieniusRevisedCollaborativeLesson


 * Title: **//Introducing Characters, Act 1, & Balcony Scene in R & J //**Unit Goal‍‍‍‍‍‍‍‍s‍‍‍‍‍‍‍‍‍‍‍:‍‍‍ **
 * Analyze their own beliefs (and those of the characters) and what affects why they believe what they do ||  ||
 * Define the difference between family love and romantic love and decide which is more important in what situations ||  ||
 * Identify moments in their own lives (and in the texts) as examples of positive or negative rebellion ||  ||
 * Track the changes in their own and the characters' moral codes over time (and what experiences influence that change ||  ||
 * Standards (Common Core): **
 * 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.
 * RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
 * 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.
 * Rationale: **In this lesson we will begin building towards our overall unit goals and summative assessements. Each activity we have the students performing either teaches them skills or gives them information ‍‍‍necessary to complete the tasks required of them later on in the unit.‍‍‍ The showing of the clips will help the students understand some of the differences between the two versions of the play they are reading. T‍‍‍he clips highlight both the differences and similarities between the two versions which will be reflected in the two texts they are reading.‍‍‍ The character maps will help students both understand the plot of the play as well as the characters. Understanding the characters will help students with the journal assignment they are to do involving making journal enteries as the characters in the play‍‍‍.‍‍‍ Lastly the students are expected to rewrite a part of the play. In order to do this properly students should know the basic parts and format of how a play is written and later performed‍‍‍.‍‍‍ **Lesson Objectives‍‍‍‍‍: **1.) Given a character map handout, students will be able to write four character traits without more that one error.2.) After presenting the powerpoint, students will be able to write two aspects of the script whenever asked. **Materials: **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-Romeo & Juliet text-Street Love text-Large sheets of paper-Markers-Handouts-Bodies & voices **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">Activities: **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-Students will enter the room and be divided into groups based upon what color is marked on their class handouts. When students are seated by group colors, we will begin by playing the modern representation of the "balcony scene" in R & J depicted in the popular Broadway musical, West Side Story. []
 * <span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 13.33px;">( Instead of showing the entire clip I would have shown a shorter clip or a shorter version of this clip.) **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-Then we will play a clip of the "balcony scene" from the 1968 version of R & J. [] **<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 13.33px;">( I would do the same for this clip. A shorter clip would save time and maybe allow for discussion. Also I may have chosen clips that pertained to the first act of the play to keep with the theme of the lesson.) **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-As a group, students will collectively compare and contrast differences between a modern and classical representation of the same scene. A list of 5 for each category will suffice. A team captain from each group will share with the class what they came up with based on viewing the clips‍‍‍.‍‍‍ **<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 13.33px;">(Perhaps I would have had each student create a list then share with a group and then the class. That way each person gets to share their own ideas of what stood out to them as different. I would also make sure that the groups sharing these lists engaged in connections to the text as well as between the two film versions to increase the relevance.) **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-The character maps that students were given as they walked in will now be instructed. The character maps are graphic organizers that will be built upon throughout the unit. To start, students will independently select a character and write 4 traits that the character displays. When each group member is finished, using a large sheet of paper and markers, will construct a character map ‍‍‍connecting all of the individual characters based on commonalities‍‍‍. When each group is finished, a team captain from each group will explain the characters that they selected and the traits that they matched them with. **<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 13.33px;">( I would perhaps assign students characters from Romeo and Juliet and the parallel characters in __Street Love__. That would bring in the other text. I could then link it to the clips shown by having each student compare the differences in the parallel characters in the modern version and the Shakespearian version.) **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-Explaining the parts of a script. A powerpoint will define and explain the parts of a script‍‍‍.‍‍‍ **<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 13.33px;">(I think I would move this part of the lesson to the day that we went over the literary devices. This way I feel it could fit in better with that topic instead of feeling thrown randomly into this lesson.) **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-2 students from each group will read aloud for the class the famous "balcony scene" of Romeo & Juliet‍‍‍.‍‍‍ Other group members will follow along.
 * <span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 13.33px;">( I might also remove this part of the lesson to another class. That way this lesson would have focused mostly on characters and the first scene. Instead I would go more indepth with the part of the lesson where we talked about the Queen Mab speech and when Romeo and Juliet meet first. I could then also connect this part of the lesson to the clips shown at the beginning of class.) **<span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 13.33px;">-Introducing Street Love and explaining the accompanying handout.-To end class, 5 students will volunteer to say what they learned from class toda‍‍‍y.‍‍‍ **<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 13.33px;">(In order to have every student engaged and sharing I would do a think pair share where students write down a summary of what they had learned in class, then share with their neighbor. I could then collect these summaries and check them for understanding and possible problem areas the students are having in class.) **