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Romeo and Juliet - mnps-ela

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					Course: English I_________                          3rd Nine Weeks                                          Instructional Guide

Unit: The Tragedy of Romeo and Juliet                       Estimated Time: 5-6 weeks (A/B Block) or 3 weeks (4x4 block)
CLE: 3001.3.3 Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition
sentences that connect paragraphs into a coherent whole. 3001.3.4 Revise documents to develop or support ideas clearly, address potential
objections; ensure effective transitions between paragraphs, and correct errors in logic. 3001.5.1 Use logic to make inferences and draw conclusions
in a variety of challenging oral and written contexts. 3001.5.2 Analyze written and oral communication for persuasive devices. 3001.5.3 Evaluate an
argument, considering false premises, logical fallacies, and the quality of evidence presented. 3001.6.1 Comprehend and summarize the main ideas
of informational and technical texts and determine the essential elements that elaborate them. 3001.7.3 Recognize how visual and sound techniques
or design (e.g., special effects, camera angles, music) carry or influence messages in various media. 3001.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel, biography, short story, essay, drama). 3001.8.5 Know and use appropriate literary terms to derive
meaning and comprehension from various literary genres.
Essential Questions: What is the relationship between decisions and consequences? How do decisions, actions, and consequences vary
depending on the different perspectives of the people involved?
Prerequisite Skills: setting, characters, stages of plot (exposition, rising action, climax, falling action, resolution), conflict (internal and
external), irony (situational, verbal, dramatic), cause and effect, tone, theme, mood, sonnet

Unit Vocabulary: Persuasive Devices (i.e. bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of
statistics), logical fallacies(appeal to fear, personal attack {ad hominem}, false dilemma, false analogy}, Figures of Speech, play, tragedy, tragic hero,
tragic flaw, comedy, dialogue, monologue, soliloquy, aside, stage directions, props, inferences, iambic pentameter, couplet, meter, slant rhyme,
rhyme, rhythm

   Checks for                    State
  Understanding              Performance             Assessments                Instructional Resources                          Connections
                              Indicators
 3001.3.16 Revise to  3001.3.4          Formative                        The Tragedy of Romeo & Juliet (T-             Romeo and Juliet are DEAD!
  craft a tone, mood,     Select a vivid  Assessments:                     Textbook) 897-1024                            project (Interdisciplinary
  and style that convey   word (e.g.,      Anticipation                                                                 Assessment – found in Live
  the writer’s attitude   adjective,         Guide/Diagnosti               Connected Texts                               Binder)
  and are appropriate     adverb, verb)      c assessments                 “Pyramus and Thisby” from A Midsummer
  to audience             to strengthen a  Literary                       Night’s Dream (HR-Holt Reader)          Please see Live Binder for
 3001.3.1 Write in a     written            analysis                      “Your Laughter” & “How Do I Love Thee?” more connections and tools
  variety of modes        description      Examples                       (T)1025
  (e.g., summary,         that reveals       provided in Live              “The Seven Ages of Man” (T) 520-522     http://livebinders.com/edit?id=1
  explanation,            the writer’s       Binders                                                               9238
  description,            attitude.        Publisher-made                 Informational Texts
  persuasion,            3001.3.9           assessments                   “William Shakespeare’s Life: A Genius
  informational, literary       Identify a             available from      Stratford” (T) 890-891
  analysis, creative            statement              Holt                “Shakespeare and His Theater: A Perfect
  expression).                 3001.5.9              Re-create           Match” (T) 892-894
 3001.5.1 Construct            Identify a             scenes from the     “How to Read Shakespeare” (T) 895-896
  and complete                  statement that         play                “Dear Juliet” (T) 1032-1034
  challenging word              reveals the           Summarize           “Romeo and Juliet in Bosnia” (T) 1035-
  analogies.                    writer’s biases,       Acts or Scenes      1037
 3001.5.10 Identify            stereotypes,
  and analyze                   assumptions,       Summative               Holt Ancillary Materials
  persuasive devices            or values          Assessments:
  that are used in              within a writing    Romeo and             Movies: Please remember that any movie that
  written and oral              sample.               Juliet are           is not PG-13 must be approved by your principal
  communication (e.g.,         3001.5.2                                   with a letter of consent from the students’ parents
                                                      DEAD! final          in accordance with MNPS policy. (Do not show
  bandwagon, loaded             Choose a              project              objectionable scenes of any movies pursuant
  words, testimonial,           logical word to     3-4 page (i.e.        to MNPS policies and procedures.)
  name-calling, plain           complete an           research paper,
  folks, snob appeal,           analogy               compare-             Romeo and Juliet (1993)
  misuse of statistics         3001.5.5              contrast movie       Romeo and Juliet (1978)* brief nudity
 3001.7.5                      Select the            from play,
  Demonstrate                   persuasive            literary critique,
  consistent and                device (i.e.,         etc.)
  effective audience            bandwagon,          Advertisements
  focus through                 loaded words,         for Acts in
  purposeful choice of          testimonial,          groups
  medium; compelling            name-calling,
  images, words, and            plain folks,
  sounds; and focused           snob appeal,
  supporting ideas.             misuse of
                                statistics).
                               3001.5.6
                                Identify and
                                analyze the
                                logical fallacy
                                (i.e., appeal to
                                fear, personal
                                attack{ad
                                hominem},
    false dilemma,
    false analogy)
    within a given
    argument.
   3001.5.10
    Identify a false
    premise in
    text.
   3001.6.5
    Synthesize
    information
    across two or
    more
    informational
    or technical
    texts.
   3001.7.5
    Match a
    focused
    message to an
    appropriate
    medium.
   3001.7.7
    Consider the
    treatment of a
    particular
    subject or
    event in two or
    more media
    (e.g.,
    newspaper
    and visual art,
    narrative and
    poem, diary
    and magazine
    article).
   3001.8.1
  Identify and
  analyze
  examples of
  idiom,
  metaphor,
  simile,
  personification
  , hyperbole, or
  pun in poetry
  or prose.
 3001.8.5
  Determine the
  significance/m
  eaning of a
  symbol in
  poetry or
  prose.
 3001.8.10
  Demonstrate
  knowledge of
  sound and
  metric devices
  (i.e., rhyme
  {internal,
  slant}, rhythm,
  repetition,
  alliteration,
  onomatopoeia
 3001.8.12
  Identify the
  elements of
  drama (i.e.,
  stage
  directions,
  dialogue,
  soliloquy,
  monologue,
aside).
Course: ____________________                 ______Nine Weeks                      Instructional Guide

Unit:                                            Estimated Time:
CLE:
Prerequisite Skills:
Unit Vocabulary:
     Checks for            State
    Understanding      Performance       Assessments     Instructional Resources       Connections
                        Indicators
                      .             .

				
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