Collaborative+Unit+Lesson+5

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 * Title:** Duels Across Generations


 * 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)

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).
 * Standards (Common Core):**

In this lesson we will build towards the journal assessment, the debates, and the final paper. Each activity progressively scaffolds towards achieving the Big Goals by analyzing their own belief of violence, identifying in their own lives how personal experience has led to their beliefs, and how society has influenced this. Using the foldable students will be able to have a reference guide to further their knowledge and understanding of the character’s motives they were in. Foldables will also assist students in studying for the final assessment. By having a debate students will learn to make arguments based on evidence, and see things from others perspective. Reflection to follow.
 * Rationale:**

1. Students will create a foldable in order to understand their character’s beliefs and motives. 2. Students will participate in a debate in order to gain an understanding of the fight scenes. 3. Students will work in groups in order to enhance collaborative learning.
 * Lesson Objectives‍‍‍‍‍:**

-Act III of Romeo and Juliet -Paper -Bodies & voices -//Street Love// [] []
 * Materials:**
 * Activities:**
 * -Motivational device (5 minutes**) - Give students a foldable with Romeo, Tybalt, Damien, or Sledge when they come in. Students will go and sit in designated area of the classroom. Show clip of Romeo and Juliet from 1968 & 1996. Ask fishbowl question from previous class. “How do the two generations connect?” “What similarities do you see?” “What differences?” Think. Pair. Share with your group.

-**Debate Prep (20 Minutes)** – In assigned groups students will go over the fight scene they are involved in. Students will make a case for their character stating why they were justified in the fight and what they feel the other did to them while writing the evidence on their foldable. Be sure to include two literary devices in your argument they devices can be found in textual evidence or come up with your own example that relates to your claim and argument.

-**Debate (20 minutes)** – Each group will come to the front on the class to their designated sides to debate their character’s justification in the fight. Students will need to present five pieces of evidence; two must be written in a literary device form. (For example, He hit me with the force of a thousand suns.) Each group will present one piece of evidence at a time to create a steady argument. (Only one person at a time is allowed to talk). The two groups who are watching the debate decide on the verdict of who made a better claim for the character. While evidence is being presented students will write down other characters evidence on their foldable. -**Closure (5 minutes)** - Reflective Fishbowl questions- Would you jump in a fight because your friend was in one? What if your friend is wrong? Each slip is placed in a fishbowl-esque container. Instructions will be posted on the board.


 * Assessment**- Students participation in the debate prep and debate.


 * Title:** Duels Across Generations
 * 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)

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)‍. ‍
 * Standards (Common Core):**

In this lesson we will build towards the journal assessment, the debates, and the final paper. Each activity progressively scaffolds towards achieving the Big Goals by analyzing their own belief of violence, identifying in their own lives how personal experience has led to their beliefs, and how society has influenced this. Using the foldable students will be able to have a reference guide to further their knowledge and understanding of the character’s motives they were in. Foldables will also assist students in studying for the final assessment. By having a debate students will learn to make arguments based on evidence, and see things from others perspective. Reflection to follow.
 * Rationale:**


 * Lesson Objectives‍‍‍‍‍:**

1. Students will ‍create a foldable in order to understand ‍ their character’s beliefs and motives. 2. Students will participate in a debate in order to ‍gain an understanding ‍ of the fight scenes. 3. Students will work in groups in order to enhance collaborative learning‍. ‍

-Act III of Romeo and Juliet -Paper -Bodies & voices -//Street Love//
 * Materials‍: ‍**


 * Activities:**


 * -Motivational device (5 minute‍s ‍** ) - Give students a foldable with Romeo, Tybalt, Damien, or Sledge when they come in. Students will go and sit in designated area of the classroom. Show clip of Romeo and Juliet from 1968 & 1996. Ask fishbowl question from previous class. “How do the two generations connect‍?” ‍

-**Debate Prep (20 Minutes)** – In assigned groups students will go over the fight scene they are involved in. Students will make a case for their character stating why they were justified in the fight and what they feel the other did to them while writing the evidence on their ‍foldable ‍. Be sure to ‍include two literary devices ‍ in your argument.

-**Debate (20 minutes)** – Each group will send ‍one representative ‍ up to debate their character’s justification in the fight. Students will need to present three pieces of evidence; two must be ‍written in a literary device form ‍. (For example, He hit me with the force of a thousand suns.) Each person will present one piece of evidence at a time to create a steady argument. The two groups who are watching the debate decide on the verdict of who is justified‍. ‍ While evidence is being presented students will write down other characters evidence on their foldable.

-**Closure (5 minutes)** - Reflective Fishbowl questions- Would you jump in a fight because your friend was in one? What if your friend is wrong‍? ‍ Each slip is placed in a fishbowl-esque container. Instructions will be posted on the board.


 * Assessment**- Collect foladables‍. ‍