Collaborative+Unit+Lesson+7

http://www.viddler.com/explore/msherry2011/videos/13/?secreturl=30103005


 * Title: ** Final Scenes

**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.9-10.1. 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.

**Rationale:** The purpose of this lesson is to tie together different aspects of the texts in order to develop ideas for the final assessments of the unit. Students will focus on changes that happen throughout the texts and how this parallels changes in themselves over time as well. These reflections will help students in understanding the relationship between society and individual. By referring back to the KWL chart students will be able to physically track their progress through the unit. Rather than being assigned to a group, a teacher facilitator will be assigned to a station. This will help students experience variety of techniques from the different teachers.

**Lesson Objectives‍‍‍‍‍:** 1. Students will <range type="comment" id="59149">complete their KWL charts in order engage themselves in the conclusion of both texts. 2. Students will participate in an Image Theater activity in order to physically represent the court scene in Street Love. 3. Students will complete a venn diagram in order to track changes in the characters over time<range type="comment" id="955370">. 4. Students will hold a discussion in order to understand the effect of individual on society.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">**Materials:** <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">-Act V of Romeo and Juliet <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">-Paper and markers <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">-Bodies & voices <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">-//Street Love// <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">//-//KWL Chart

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">**Activities:**

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">**Motivational device (5 minutes**) – In a Think Pair Share format, students will reflect on a person or event in their life that significantly changed their beliefs in one way or another<range type="comment" id="124481">.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">**Station Work (33 minutes** **)** Students will be split up into four groups. In their groups, students will rotate stations every 8 minutes, we provided a couple extra minutes to allow time for rotation and directions. Each station will be a different activity that focuses on a character or aspect of the texts<range type="comment" id="937940">. A teacher facilitator will be assigned to each station to make sure students understand the task and stay on track.


 * Station 1 (KWL Chart):** Students will fill in the L section of their KWL charts. Students will then pick three of the bullets they moved from the W to the L and write how the bullets relate to their own lives.


 * Station 2 (Image Theatre):** Students will represent the court scene in Street Love using only their bodies. They will each pose as a character in the scene in a way that conveys the overall meaning. Each student will write a short description on the role of their character in the court scene.


 * Station 3 (Venn Diagram):** Each group will be assigned a character from one of the texts. In a venn diagram, they will compare and contrast how that character has changed over time. Students will also answer how society has influenced the changes in that character.


 * Station 4 (Discussion):** Students will hold a discussion revolving around Romeo and Juliet's suicides. They will focus on the positive and negative affects on the families and society as a whole. The overall purpose of the discussion will be for students to understand how Romeo and Juliet as individuals had an effect on their society. The teacher facilitator will help scaffold from general discussion to a more specific answer to this question.

<span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">-**Closure (12 minutes)** -


 * Presentation**- The class will meet in a circle in the front of the classroom, while still remaining with their groupmates, to discuss the final presentation. The groups for the project will remain the same as this class, so they will easily be able to exchange contact info and ideas. We will take two minutes to introduce the assignment, and ten minutes to hold a discussion about different aspects of the presentation. By tying together the different stations, we will <range type="comment" id="295829">introduce the final presentation.