Romeo And Juliet


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Romeo And Juliet

  1. 1. Learning Life’s Lessons Through Literature Romeo and Juliet Scaffolded Unit English 9 Developed and Presented By: Sarah Crawford, Hamtramck HS Candy Lee, Wayne RESA Linda McGarry, Wayne RESA Lynn Sossi, New Haven HS
  2. 2. Anticipation Guide
  3. 3. Unit Themes and Essential Questions <ul><li>Disposition: Inter-Relationships and </li></ul><ul><li>Self-Reliance </li></ul><ul><li>Unit Themes: </li></ul><ul><li>--Decisions can have long-term effects. </li></ul><ul><li>--Being able to resolve conflict is essential to relationships. </li></ul><ul><li>--We learn from our mistakes. </li></ul>
  4. 4. Essential Questions to consider when making decisions: <ul><li>What are my choices? Out of these choices what seems like the best option? </li></ul><ul><li>What experiences have I had previously that led me to make this decision? </li></ul><ul><li>What are the advantages and disadvantages of my decision/choice? </li></ul><ul><li>How will this decision affect my future? </li></ul><ul><li>How will this decision affect my family and friends? </li></ul><ul><li>Can the decision be reversed if I am not pleased with its results? </li></ul>
  5. 5. The Adolescent Brain
  6. 6. Text-to-Speech Software <ul><li>“ The Teenage Brain” </li></ul><ul><li>What were you thinking?! </li></ul><ul><li>You climb into your car, turn the key in the ignition, and are assaulted by rap music so loud the windows are vibrating. You just know your hearing will never be the same. </li></ul><ul><li>Blame it on the amygdala! </li></ul><ul><li>It's a record-breaking frigid day. You're worrying about the pipes bursting and your teen is going to school without her jacket. You ask her where it is and you get a blank look, then “Oh, it's in the car or “It's in my locker at school.” </li></ul><ul><li>Blame it on the amygdala! </li></ul><ul><li>While you're muttering to yourself, “What is she thinking?!”, your teen's amygdala is having a field day. Now, confess: You think the amygdala is the club of club-drug don't you? No, the amygdala is an almond-shaped part of the brain, nestled deep in the back, that pretty much controls the way teens act for their middle-school and high-school years. So the next time you're ready to bellow, “WHAT in the world were you thinking when you did that?”, remember this intriguing fact: Teens are NOT thinking the ways adults think because they absolutely, positively can't do that yet. Adolescent brains just aren't “hard-wired&quot; like adult brains. </li></ul>
  7. 7. Scaffolding the Writing Process
  8. 8. Begin with the End in Mind Final Project: The Tragedy of Romeo and Juliet
  9. 9. Decision-Making Writing
  10. 10. SETTING THE STAGE for Decision Prompt <ul><li>Brainstorm words students associate with decisions </li></ul><ul><li>Tell your “decision” story </li></ul><ul><li>Students start brainstorming ideas about their own “decision” story </li></ul>
  11. 11. PREWRITING <ul><li>Group Brainstorm--Tear and Share (#2a-b) </li></ul><ul><li>Introduce Prompt and Answer Plan (#3) </li></ul><ul><li>Possible Answer (#4) READ </li></ul><ul><li>Analysis of Possible answer & choose a decision (#5) HIGHLIGHT </li></ul><ul><li>Graphic Organizers (#6 & 7a-b) </li></ul>
  12. 12. PREWRITING: The final step <ul><li>Make a detailed plan from graphic organizer—use either framed writing or outline (#8-9) </li></ul><ul><li>Five-paragraph essay vs. freedom of format </li></ul>
  13. 13. RUBRIC: What’s important to my teacher? <ul><li>Rubric (#11) Choose one area within each characteristic for a “6” </li></ul>
  14. 14. WRITING THE ROUGH DRAFT <ul><li>Set clear expectations </li></ul><ul><li>Write rough drafts in class </li></ul><ul><li>Observe, encourage, assist </li></ul>
  15. 15. EDITING <ul><li>Peer edit—(#10) </li></ul><ul><li>RAGs from Kelly Gallagher’s book Teaching Adolescent Writers </li></ul><ul><li>HANDOUT </li></ul>
  16. 16. FINAL DRAFT & PUBLISHING <ul><li>May want to revisit “possible answer” </li></ul><ul><li>Self edit (#12) </li></ul><ul><li>Preparation to Publish (#13) </li></ul>
  17. 17. Reflection <ul><li>When the assignment is done and turned in, ask students to stop and reflect on their work </li></ul><ul><ul><li>Learn anything new about you or your writing? </li></ul></ul><ul><ul><li>What is best about your writing? </li></ul></ul><ul><ul><li>Anything you would like to go back and tweak? </li></ul></ul><ul><ul><li>Anything you would like me to explain more clearly or assist you with? </li></ul></ul>
  18. 18. Final Project Philosophy <ul><li>“ Begin with the end in mind” </li></ul><ul><li>9 th grade disposition of relationships and growth toward self-reliance </li></ul><ul><li>Research: Sternberg Triarchic Theory on Multiple Intelligences </li></ul>
  19. 19. Robert Sternberg’s Theory of Multiple Intelligences (Appendix 62—”Final Project: The Tragedy of Romeo and Juliet) <ul><li>PRACTICAL </li></ul><ul><li>--connections with literature and real world </li></ul><ul><li>(middle row) </li></ul>--real world connection CREATIVE --visual or fictional (bottom row) INDIVIDUAL ANALYTICAL --looks at data, facts, writing (top row)
  20. 20. “ My Space” Page Appendix 70a-b <ul><li>All nine assignments contain same elements </li></ul><ul><li>Planning—step-by-step process and detailed answer plan </li></ul><ul><li>Earning points—rubric presented in form of questions and possible points </li></ul><ul><li>Rubric contains the following: </li></ul><ul><li> --Planning questions </li></ul><ul><li> --Content, accuracy, sincerity of thought </li></ul><ul><li> --Style and appearance </li></ul><ul><li> --Organization/format and conventions </li></ul>
  21. 21. The Language of Shakespeare
  22. 22. Profundity
  23. 23. POLLDADDY.COM <ul><li>Are teenagers too young to experience “true love”? </li></ul>