Collaborative+unit+lesson+1

http://www.viddler.com/explore/msherry2011/videos/2/?secreturl=106953430

Title: Introducing Romeo and Juliet

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: Listen critically and respond to others in small and large group situations. Apply appropriate comprehension strategies to interpret and evaluate an author’s implied or stated purpose using grade level text‍‍‍‍. ‍‍‍‍
 * 1.6.9.A:**
 * Respond with grade level appropriate questions, ideas, information or opinions.
 * 1.1.9.A:**

Rationale: This lesson is an introduction into the Shakepearean play that we will cover as half of our unit. An introductory lesson can make or break a unit because if it does not capture the student's interest they will not want to learn the material. In our introduction we will provide students with an opportunity to learn historical facts about the playwright and play but also work in groups to form their own opinions and direct where their learning will go. By including modern twists that they will know (Taylor Swift's "Love Story") will helpp the students connect a story that has been around since antiquity to their daily lives in the Twenty-first century.

Lesson Objectives‍‍‍‍: Students will look at another modern interpretation of Romeo and Juliet to help them see what they already know about the play.‍‍‍ Students will work in groups of four to make a KWL chart about Romeo and Juliet. Students will develop as a class questions based on what they know that they wish to explore while reading the text. Students will learn basic historical information about Shakespeare and Romeo and Juliet.

Materials: KWL chart paper (big post it paper) KWL paper worksheets to hand out to each student marker‍‍‍‍s ‍‍‍‍ YouTube video: []

Activities: At beginning of class:(~10 min) play music video after the first couple of students come into the room (about 3.5 minutes before class begins).‍ Ask students whether they know the song, who wrote it excetera... If students know the song, how did they react when first hearing it? Did it have any impact on them? Have they ever felt the characters in the song? Have they ever rebelled against their parents like Swift and her boyfriend? Do you think that it was true love in the video? Discuss how this song is just a modern representaion of an old tale, which is the topic of our lesson today.

After that introduction, Have them count off by fours to get our four groups of four (as long as all sixteen students are there. If not just have smaller groups or have a group with three people). In each group, students will create a KWL chart about what they know (on poster paper), what they want to learn, and what they have learned(to complete at the end). The students will focus on the "K" (what they know) section of the chart. KWL charts will be explained for those students who have never done one or simply forget what they are.(10-15 minutes)

After finding out what the students know, we will review some basic historical information about Shakespeare and the play itself wto give them a better understanding of the time the play was written in comparison to now. (5 minutes)

After each group is completed with their chart, class will regroup in the front to from a class KWL chart. Then, based on whclass discussion on what they already know, we will develop questions which will be written into the "W" (what you would like to learn) section of the chart. These charts should be kept for the end of the unit when the "L" (what I learned) section will be filled in. (10-15 minutes) Assessment(s): Nonformal assessment will be conducted by the class discussion conducted by looking at the KWL charts. Ticket out the door: Call on five people in the classroom and have them say one thing that they learned in class roday. Once these people have spoken, the class can leave.