Collaborative+Unit+Lesson+6

http://www.viddler.com/explore/msherry2011/videos/12/?secreturl=45361370


 * Title: ** Influence

**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:** This lesson's purpose is to help students draw connections between themselves and the characters of both texts. We will largely focus on authority figures and how they influence not only the other characters, but the students as well. This will help students not only connect to the younger characters, but to the authority figures as well. Unit objectives will be addressed with a scaffolding method to build off students' prior knowledge and help them further their knowledge of the subject matter.

**Lesson Objectives‍‍‍‍‍:** 1. Students will take a quiz that draws connections between the two lessons. 2.Students will work in groups in order to enhance interpersonal skills. 3.Students will participate in a Think, Pair, Share activity to promote

**Materials:** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">-Act III Scene V of Romeo and Juliet <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">-Paper <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">-Bodies & voices <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">-//Street Love (47)//

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

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Quiz** **(5 minutes)** Students will be given a four question quiz. The first two questions will pertain to the previous lesson to help reinforce that information. The last two will be addressed later. Students will keep quizes throughout class and add to answers to help the student get the best answer possible.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Motivational device (5 minutes**) – We will show a video of people pressuring or forcing others to do things, then relate it to the big question of society pressuring the individual<range type="comment" id="106320">‍. ‍ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">http://www.youtube.com/watch?v=sm0uR81AZhA&feature=related http://www.youtube.com/watch?v=d4FsyPnRrAc


 * Collage Activity (25 mins):** students will get in 4 groups. Each group will focus on either the nurse, the Capulet parents, the fathers in Street Love, or the mothers in Street Lov<range type="comment" id="493662">‍e. ‍ The students will discuss the influence of these characters on the young couples using at least two quotes from the book, which will also be included on the collage. Each group will then use magazine clippings to display their ideas and will present to the class. This activity will help students begin to understand how parental figures influence an individual<range type="comment" id="694080">‍. ‍


 * Journal Activity (10 minutes):** In their journals, students will choose to focus on either Damien, Junice, Romeo, or Juliet from either of the texts and how they were influenced by the parental figures. The students will then use questions 3 and 4 of the quiz as prompts for their journal entries. The students will be required to hold on to their quiz/ journal entry and asked to add into journal along with belief charts, character maps and any other material (foldables, worksheets).

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">-**Closure (5 minutes)** -

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">**Assessmen<range type="comment" id="160315">‍t**- ‍ Based off students' responses to the journal, we will assess how well they have drawn connections between themselves and the material they are learning. We will be looking for a clear understanding of how authority figures play a role in the lives of teenagers, including themselves.