Collaborative+Unit+Lesson+2


 * http://www.viddler.com/explore/msherry2011/videos/8/?secreturl=10368296**


 * 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.

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. ‍‍‍
 * Rationale:**

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.
 * Lesson Objectives‍‍‍‍‍:**

-Romeo & Juliet text -Street Love text -Large sheets of paper -Markers -Handouts -Bodies & voices
 * Materials:**

-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. [] -Then we will play a clip of the "balcony scene" from the 1968 version of R & J. []
 * Activities:**

-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. ‍‍‍

-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.

-Explaining the parts of a script. A powerpoint will define and explain the parts of a script‍‍‍. ‍‍‍

-2 students from each group will read aloud for the class the famous "balcony scene" of Romeo & Juliet‍‍‍. ‍‍‍ Other group members will follow along.

-Introducing Street Love and explaining the accompanying handout

-To end class, 5 students will volunteer to say what they learned from class toda‍‍‍y. ‍‍‍

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