Collaborative+Unit+Lesson+3

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 * __Revised Lesson 3:__ **
 * Title: ** //Introducing __Street Love__//

**Unit Goal‍‍‍‍‍‍‍‍s‍‍‍‍‍‍‍‍‍‍‍:‍‍‍**
 * # ** 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 ** ||

**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.9-10.1. 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 our overall unit goals 1 and 4, the journal assessment, and the final paper. Each activity progressively scaffolds towards achieving the unit goals, especially 1 and 4.‍‍‍ By moving from the level of personal student knowledge to group exchange of knowledge/in depth character analysis, students will be able to engage in progressively higher orders of thinking and learning. Requiring students to cite textual evidence will help them develop skills needed to succeed in grades 10-12 and beyond. By utilizing the jigsaw method, students are effectively and efficiently gaining a thorough introductory understanding of the characters in //Street// Love, which will in turn help students better understand the complex characters of //Romeo and Juliet.// 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. Given a quotation on beliefs, students will be able to agree or disagree with the statement in order to apply it to //Street Love//.

2. Given a character belief packet, students will be able use textual evidence to identify character traits and beliefs in //Street Love// in order to compare/contrast them with their own beliefs.

3. After having analyzed the characters, students will be able to translate textual evidence into a visual characterization in order to gain a more concrete understanding of the characters and their roles.

= Materials: =

-//Street Love// text -Character Belief Chart

-Large sheets of paper -Markers -Bodies & voices

= Activities: =

-**Motivational device** (5 minutes)- Post quotation (“Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.”- Buddha) on board. Have students write individual responses to the following questions: 1. Do you agree or disagree with this quote? 2. How do you form your beliefs? 3. Do any of the above sources (books, teachers, elders, traditions, observation/analysis, word of mouth) really influence what you believe? 4. Which characters in //Street Love// would agree with this quote? What characters in //Street Love// would disagree with this quote?


 * * “Think, Pair, Share” **

-**Jigsaw Expert Groups** (15 minutes)-Divide students evenly into 5 “expert” groups, one per character (there should be groups for Damien, Sledge, Ernestine, Leslie, and Junice). There will be 3-4 students per group. Hand out the appropriate question sheet for each group. Students will read their assigned section and answer the questions on the question sheet. Instructions will be posted on the board.

-**Group Character Sketch (10 minutes)**- In their “expert” groups, students will work together to form a character sketch of their assigned character using poster sheets and markers. Tell students to pay attention to ways the character expresses their personality through their appearance. Tell students to label three characteristics of the character and support their characterization with textual evidence. Students must also find quotes, unrelated to appearance, that provide a good representation of the character. Show students how this activity builds off the previous lesson on character concept maps. Instructions will be posted on the board. Circulate and check progress. Groups will share their character sketch with the class. These posters will be placed in front of the room in order to aid students throughout their sharing groups.

-**Jigsaw Sharing Groups (15 minutes)**- Split up the “expert” groups into “sharing” groups. There should be one representative from each expert group present in each sharing group. There may be a group or two with two experts on the same character. Tell students to collaboratively fill in their Beliefs Chart for each character. Circulate and check progress. Assemble all students into group circle formation.

**--Closure (5 minutes)** - 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. Ask for volunteers or volunteer three students to draw a question and try to answer it. Students may phone friends and questions may be left unanswered for the next lesson.

Students should fill out their character beliefs charts thoroughly. We will check the character beliefs chart and return it to students for the next class. Students’ contributions to discussions and group work will also enable us to check for understanding.
 * Assessment ** :




 * Title: ** //Introducing __Street Love__//

**Unit Goal‍‍‍‍‍‍‍‍s‍‍‍‍‍‍‍‍‍‍‍‍‍:‍‍ ‍‍**
 * ** 1.Analyze their own beliefs (and those of the characters) and what affects why they believe what they do ** ||
 * 2.Define the difference between family love and romantic love and decide which is more important in what situations ||
 * 3.Identify moments in their own lives (and in the texts) as examples of positive or negative rebellion ||
 * ** 4.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.9-10.1. 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 our overall unit goals 1 and 4, the journal assessment, and the final paper. Each activity progressively scaffolds towards achieving the unit goals, especially 1 and 4.‍‍‍ By moving from the level of personal student knowledge to group exchange of knowledge/in depth character analysis, students will be able to engage in progressively higher orders of thinking and learning. Requiring students to cite textual evidence will help them develop skills needed to succeed in grades 10-12 and beyond. By utilizing the jigsaw method, students are effectively and efficiently gaining a thorough introductory understanding of the characters in //Street// Love, which will in turn help students better understand the complex characters of //Romeo and Juliet.// 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. Given a quotation on beliefs, students will be able to agree or disagree with the statement and apply it to //Street Love//‍‍. ‍‍

2. Given a character belief packet, students will be able use textual evidence to identify character traits and beliefs in //Street Love// and compare/contrast them with their own beliefs.

3. After having analyzed the characters, students will be able to translate textual evidence into a visual characterization in order to gain a more concrete understanding of the characters and their roles.

= Materials: = -//Street Love// text -Character Belief Chart -Large sheets of paper -Markers -Bodies & voices

= Activities: =

**-Motivational device (5 minutes)-** Post quotation (“Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it and live up to it.”- Buddha) on board. Have students write individual responses to the following questions: 1. Do you agree or disagree with this quote? 2. How do you form your beliefs? 3. Do any of the above sources (books, teachers, elders, traditions, observation/analysis, word of mouth) really influence what you believe? 4. Which characters in //Street Love// would agree with this quote? What characters in //Street Love// would disagree with this quote‍‍? ‍‍

**-Jigsaw Expert Groups (15 minutes)-**Divide students evenly into 5 “expert” groups, one per character (there should be groups for Damien, Sledge, Ernestine, Leslie, and Junice). There will be 3-4 students per group. Hand out the appropriate question sheet for each group. Students will read their assigned section and answer the questions on the question sheet. ‍‍Instructions will be posted on the board ‍‍.

-**Group Character Sketch (10 minutes)**- In their “expert” groups, students will work together to form a character sketch of their assigned character using poster sheets and markers. Tell students to pay attention to ways the character expresses their personality through their appearance. Tell students to label three characteristics of the character and support their characterization with textual evidence. Instructions will be posted on the board. Circulate and check progress. Groups will share their character sketch with the class‍‍. ‍‍

-**Jigsaw Sharing Groups (15 minutes)**- Split up the “expert” groups into “sharing” groups. There should be one representative from each expert group present in each sharing group. There may be a group or two with two experts on the same character. ‍‍Tell students to collaboratively fill in their Beliefs Chart for each character. ‍‍ Circulate and check progress. Assemble all students into group circle formation.

-**Closure (5 minutes)**- 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. Ask for volunteers or volunteer three students to draw a question and try to answer it. Students may phone friends and questions may be left unanswered for the next lesso‍‍n. ‍‍