Grade 9 Literacy In English Language Arts: Who Is To Blame .
Grade 9 Literacy in English Language Arts: Who Is toBlame for Romeo and Juliet’s Death?Unit OverviewThis packet contains a curriculum-embedded Common Core–aligned task and instructional supports. The task is theculminating assessment for an 8-week unit on the study of Romeo and Juliet. Throughout the unit, students read anddiscuss the play, read and analyze critical essays, view video, and complete formative assessments leading to the finalperformance task where students argue an answer to the question: Who is to blame for Romeo and Juliet’s death?Task DetailsTask Name: Who is to blame for Romeo and Juliet’s death?Grade: 9Subject: ELADepth of Knowledge: 3Task Description:Students read a critical essay on Romeo and Juliet independently. Drawing on evidence from this essay and other readings,discussions, and videos they discussed and analyzed throughout the unit, students write an argumentative essay answering thequestion: Who is to blame for Romeo and Juliet’s death?Standards Assessed:RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferencesdrawn from the text.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant andsufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization thatestablishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations ofboth in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationshipsbetween claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline inwhich the student is writing.e. Provide a concluding statement or section that follows from and supports the argument presented.Materials Needed:1. Romeo and Juliet by William Shakespeare2. Gibson, Rex, “What was Shakespeare’s England Like?“ In Cambridge Student Guide to Romeo and Juliet. Cambridge:Cambridge University Press, 2002.3. Dupler, Douglas. “Critical Essay on ‘Romeo and Juliet’.” In Drama for Students Vol. 21, ed. Anne Marie Hacht. Detroit:Gale, 2005, accessed March 23, 2012, terature-resource-center.4. Kerschen, Lois. “Critical Essay on ‘Romeo and Juliet’.” In Drama for Students Vol. 21, ed. Anne Marie Hacht. Detroit: Gale,2005, accessed March 23, 2012, terature-resource-center.5. Frontline. “Romeo and Juliet of Sarajevo.” Frontline video, 90:00. May 10, 1994. http://www.youtube.com/watch?v Hn5QO4Aw7I&feature relmfu.6. Romeo Juliet. Film. Directed by Baz Luhrmann. Los Angeles: Twentieth Century Fox Film Corporation, 1996.7. Romeo & Juliet. Film. Directed by Franco Zeffirelli. Verona: BHE Films/Verona Produzione, 1968.1
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Unit OutlineINTRODUCTION: This unit outline provides an example of how to integrate performance tasks into aunit. Teachers may (a) use this unit outline as it is described below; (b) integrate parts of it into acurrently existing curriculum unit; or (c) use it as a model or checklist for a currently existing unit on adifferent topic. The length of the unit includes suggested time spent on the classroom instruction of lessonsand administration of assessments. Please note that this framework does not include individual lessons.Grade 9 Literacy in English Language Arts: Who Is to Blame forRomeo and Juliet’s Death?UNIT TOPIC AND LENGTH: This contains a curriculum-embedded Common Core–aligned task and instructionalsupports. The task is the culminating assessment for an 8-week unit on the study ofRomeo and Juliet. Throughout the unit, students read and discuss the play, read andanalyze critical essays, view video, and complete formative assessments leading tothe final performance task where students argue an answer to the question: Who isto blame for Romeo and Juliet’s death?COMMON CORE LEARNING STANDARDS:Assessed by the taskRL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the textsays explicitly, as well as inferences drawn from the text.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposingclaims, and create an organization that establishes clear relationships among claim(s),counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each whilepointing out the strengths and limitations of both in a manner that anticipates theaudience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, createcohesion, and clarify the relationships between claim(s) and reasons, between reasonsand evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to thenorms and conventions of the discipline in which the student is writing.e. Provide a concluding statement or section that follows from and supports theargument presented.Additional standards addressed in the unitRI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined byparticular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).W.9-10.9: Draw evidence from literary or informational texts to support analysis,reflection, and research.8
W.9-10.10: Write routinely over extended time frames (time for research, reflection, andrevision) and shorter time frames (a single sitting or a day or two) for a range of tasks,purposes, and audiences.BIG IDEAS/ENDURING UNDERSTANDINGS:ESSENTIAL QUESTIONS: Individuals are influenced by thesociety they live in.Who or what is to blame for Romeo andJuliet's death? Passion can be mistaken for loveand/or hate. Does passion help or hinder us? Our freedom to choose may be morelimited by forces acting upon us thanwe imagine. Whose needs should takeprecedence: self or society? Literary devices such as juxtapositionand imagery help communicateShakespeare’s central question:Which opposing forces mostcontributed to Romeo and Juliet’sdeath? Are we in charge of our destiny? Arguments require appropriatewarrants that support claims throughconnecting evidence and reasonsconvincingly.SKILLS:CONTENT: Identify and evaluate inferenceswithin smaller sections of text. Combine inferences across largersections of text and consider otherknowledge to generate new ideas. Use sound cause-and-effectreasoning to establish a strong claim. Argue claims based on a completeview of the evidence and a reasonedconnection to a warrant. Summarize the major points anexpert makes; identify how he/shedevelops them and uses evidence tosupport reasoning. Background on the Siege of Sarajevo. Verona’s 16th-century social classstructure and values. Elizabethan language and its ofteninverted syntax. Key literary devices: forms ofcontrast (irony, contrast, antithesis,oxymoron); imagery;characterization; juxtaposition. Common camera shots and theirtraditional interpretations.VOCABULARY/KEY TERMS: Irony (dramatic and situational) Contrast Antithesis Oxymoron Imagery9
CharacterizationTeachers may wish to create a checklist of literary devices for students to use as a “treasure hunt” as theyread each act (or scene). For some students, teachers might highlight examples in the text and ask studentsto use context clues to determine meaning. Such work could be achieved in “Do Nows”, class conversation,or as a component of an exit slip. Teachers may even wish to teach common prefixes, roots, and suffixeswhere they appear to give students greater access to tier 2 and 3 words: for example, the suffix -ity in Act 1and the prefix con- in Act 2.Romeo and Juliet Vocabulary Act 1: ancient, bitterly, envious, fray, grudge, posterity, severity, weary, adversary, artificial, exquisite, fiery, forfeit, intrusion, rebellious, virtuousAct 2: consent, faithfully, glorious, incorporate, perfection, peril, satisfaction,variable, adjacent, alliance, boundless, courteous, merrily, predominant, sallow,triumphAct 3: confines, dishonorable, impatient, mangle, offense, outrage, quarrel, calamity,disobedient, disposition, predicament, unruly, vileAct 4: deny, desperate, lamentable, miserable, pitiful, remedy, prosperousAct 5: contagion, dispose, famine, infectious, loathsome, pestilence, vengeance,banished, fury, unaccustomed, unsavoryASSESSMENT EVIDENCE AND ACTIVITIES:INITIAL ASSESSMENT:Anticipation Guide and Exit Slip that ask students to reflect on the reasons they have fortheir opinions about big ideas in the play and the cause of Romeo and Juliet’s death (seeLesson #1).FORMATIVE ASSESSMENT:#1, After Text #1 (Prologue–1.3; Critical Essay on Causes)Based on your readings, create three social rules of Verona to present to a foreign guest.For each rule, provide a brief explanation and rationale. Conclude each explanation withyour ideas about the consequences each rule is likely to have on Romeo and Juliet.Conclude the assignment with who has the power in Verona: the individual, parents, theyoung, or the old. According to what we’ve read so far, whose needs come first: theindividual’s or society’s? (Inform/Explain)#2, After Text #2 (1.5–3.2; Critical Essay on the Role of Love)What are the effects of passion in Romeo’s life in Romeo and Juliet? Identify two emotionaldecisions that are most crucial to Romeo. Analyze the consequences of those decisions,grounded in textual evidence. Overall, according to the events from 1.5–3.2, justify a themestatement about passion and its consequences: is it a friend or foe? (Inform/Explain)#3, After Text #3 (3.3–5.3)Using your “Play Tracker Chart” (individual choice, society/family pressures, love, hate,10
fate), create a domino chart that connects the most crucial events, as you see them, that ledto Romeo and Juliet’s death. Categorize these events under no more than two factors.Explain your rationale. (Inform/Explain)FINAL PERFORMANCE TASK:RI.9-10.1: Performance Element: Students independently read a critical essay on thecauses of Romeo and Juliet’s death.In your study of Romeo and Juliet, you have focused on key scenes that highlight thequandaries Romeo and Juliet faced. You have analyzed the reasons for their choices, basedon the many factors that influenced them. You have read others’ opinions and relatedreadings to better understand these factors. In consideration of what these many sourcescommunicate about Romeo and Juliet’s end,Who or what is to blame for Romeo and Juliet’s death?To complete this task successfully you must: Argue for no more than two factors, ranking them by importance in your essay. Develop a counterclaim to your argument(s) and provide evidence for it. Draw on textual evidence primarily from Romeo and Juliet, the critical essay that youread independently, and at least one other source from the unit.W.9-10.1 Performance Element:Be sure to: Introduce precise claims, counterclaims, reasons, and evidence in a way that is clear,convincing, and considers the audience’s knowledge and concerns. Make use of transitional words and phrases to help make the thinking of yourargument clear. Base your arguments solely on information contained in the texts of your choice. Cite strong and thorough textual evidence to support your argument. Use varied and effective sentence structure and vocabulary. Organize your ideas effectively and coherently in your writing, including anintroduction that hooks your reader and conclusion that leaves your readerthinking. Follow the conventions of standard written English, especially those we havemastered in our classwork this year.LEARNING PLAN & ACTIVITIES:Instructional Approach: Implement gradual release of reading responsibility in each text, using more timeand multiple “readings” of key scenes. Multiple readings will progress fromdetermining the what, how, and why for each scene: What is being said? How isShakespeare saying it? What is the effect? Why is that important? Be sure to supportstudents in making connections to big ideas and Common Core standards-basedenduring understandings.11
Understanding the “what” is often accomplished through dramatic activity; the“how” and “why” through closer reading, text-dependent questions, and mostlyteacher-led class conversation. When beginning the sequence of close readings for a given text, the class will do allreadings together; as the class progresses through the sequence, students will beginto do second and third readings in collaborative pairs. For the nonfiction readings,by the end of Text #3, students will read independently. Our nonfiction, secondary sources will correlate to our frame for reading literarytexts: What is the point? How is it being communicated? What is the author’spurpose for writing?Text #1: Romeo and Juliet (1490 Lexile), Prologue–1.31.2. “Romeo and Juliet of Sarajevo” (Frontline, 1994)3. Prologue, Act 1 1.1.1–1.1.105 (Civil feuds) Nonfiction: “What Was Shakespeare’s England Like?” (cobbled from two sources) 1.2–1.3 (Views on love and marriage/parents’ influence) Zeffirelli’s Romeo & Juliet (1.1–1.3)Themes and Literary Devices:Individual vs. society, parental (patriarchal) power, antithesis, dramatic irony, contrast,characterizationEQ:Who has the power, the individual or society? Which comes first, the individual or society?Why? How?Conceptually Related Common Core Standards and Learning Targets:RI.9-10.1 and RL.9-10.1:Student can use multiple details throughout a text to generate good points and argue thembelievably.RI.9-10.5:Student can read nonfiction for the point an author is making and how he/shecommunicates it, paying special attention to sentences or sections of text that show wherethe author builds or shifts his/her ideas.W.9-10.9:Student can consider what experts think about a subject to develop his/her own ideas.Text
Grade 9 Literacy in English Language Arts: Who Is to Blame for Romeo and Juliet’s Death? Unit Overview . This packet contains a curriculum-embedded Common Core–aligned task and instructional supports. The task is the culminating assessment for an 8-week unit on the study of Romeo and Juliet. Throughout the unit, students read and
Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on
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