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Date: March 13, 2015

Grade and Period: 9th Grade 1st and 2nd period

Subject: Language Arts


Curriculum Standards:
Reading: Literature Standard 1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Reading: Literature Standard 2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
Reading: Literature Standard 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.
Reading: Literature Standard 4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
Reading: Literature Standard 5 Analyze how an authors choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
Writing Standard 1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing Standard 10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Speaking and Listening Standard 1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 910 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
Speaking and Listening Standard 2 Integrate multiple sources of information presented
in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.
Speaking and Listening Standard 5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.

Language Standard 1 Demonstrate command of the conventions of standard English


grammar and usage when writing or speaking.
Language Standard 2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Language Standard 4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 910 reading and content, choosing flexibly
from a range of strategies.
Language Standard 5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Lesson Topic: Romeo and Juliet unit- Day 8
Homework (if any) from previous day: Figurative language worksheet due today
Content Objectives for the Lesson:
Students will be able to compile a portfolio of their lessons, homework, and writing
throughout the reading of the play.
Students will be able to breakdown passages and translate the meaning of the words
Shakespeare uses in the play.
Learning Objectives for the Lesson:
Students will be able to identify figures of speech in modern day song lyrics to help them
identify figures of speech in Shakespeare easier.
Students will be able to compose a summary of the scenes we read in class.
Students will be able to explain where we are in the play using the graph/timeline.
Language Objectives for the Lesson:
Students will be able to compose a short essay based on a persuasive writing prompt.
Students will be able to revise and rewrite their essay prompt during the next class period.
Starter: Persuasive writing
1) Students will continue to write on their prompt from last class: Many people question
how true Romeos love for Juliet really is because of his infatuation with Rosaline at
the start of the play. Do you think Romeo truly loves Juliet? Why or why not? Use
examples from the play to support your answer.
Students will find evidence in the textbook to support their answer.
Students will type up this prompt on March 17th on utahcompose.com
Students will have 20 minutes to revise and finish their writing.
Class Procedures/Class Work: We will start with a brief review of what we did last time
in class. Students will get their portfolios from the files.

1) We will review the figures of speech we discussed during the last class.
Students will get out a piece of paper..
I will show students a 5 slide PPP of figures of speech from modern day song
lyrics. Students will write down what they think each one is. We will discuss as a
class the correct matches.
2) Today we will read Act III Scene 1-2. We will watch Scene 3 in the movie and fill in
the scene summary on Thursday.
We will be stopping during the reading of the play to fill in the comprehension
questions.
We will fill in the timeline/graph after finishing the reading.
-I will ask for two volunteers to fill in number 4 Climax/Crisis points on the
enlarged graph on the Smart Board.
3) We will watch the scenes in Romeo+Juliet that we have just read in the book.
Plans for Assessment: Comprehension questions and timeline as well as summaries.
Homework: none
Plans for Enrichment: Students can work on missing work or writing prompts.
Plans for Remediation: Students can ask classmates for peer help on the comprehension
questions or assignments to make up. Students can also work with me during individual
work time.
Plans for ELLs: Power point and the visual for the structure of the play. We will be
using an audiobook of the play while reading for audial learners. We will also be
watching the Franco Zeferelli or the Baz Luhrmann movie after each act of the play,
switching between the two to give students different versions.
Reflection: On the starter activity, I didnt have students take out a piece of paper. We did
it more informally through looking at the slides together as a class. I want to figure out a
fun activity for figurative language review for our next class period. This could be a
jeopardy game or another game. I also didnt get to do the figurative language activity
with the first period due to 15 minutes missing for TV West and morning announcements.
Today was so fun! We got to read the fight scene, which is more interesting for students
to read. We watched the scene in the newer movie and all of the students were paying
attention and glued to the screen. Score!