Romeo and Juliet Character Sketch
1 Hook/Bell ringer
Kahoot will be played five questions using tweets from the pervious lesson asking the students #whosaidit from Romeo and Juliet.
They students will use the ipads to answer the five questions from the #whosaid it Kahoot.
2 Direct Instruction
Give students hand out on making a social media (Facebook page) character sketch. Instruct them to use the same character they were assigned for the Twitter assignment and to go into great detail about their character.
Students will take notes on what is required for the assignment and ask questions if needed through the back channel.
3 Guided Instruction
Because Facebook is blocked at out school, there was a template shared with each student that the students will fill in to create their facebook page. Teacher is to walk them through how to access the shared page and get them started on how to upload a picture.
Students will work step by step with the teacher to access the google Drive document to create the Facebook page. Also the students will be directed to use Google to find an image they would like to use for their profile picture. They are allowed to upload their own instacollage if they had time to create a collage for their profile picture.
4 Independent Work
Teacher will observe students as they utilize classroom time to complete their character sketch.
Students will use classroom time to complete their character sketch on Google Docs.
5 Closure/Exit ticket
The teacher will assess the students character sketch as they are to share their sketch with the teacher for grading, before the end of the class period.
The students are to share their character sketch with the teacher for grading by the end of the class period.
Key Standards Supported
|RL.9-10: Key Ideas and Details|
|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.9-10.2||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.|
|RL.9-10.3||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.|
|Craft and Structure|
|RL.9-10.4||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).|
|RL.9-10.5||Analyze how an author’s 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.|
|RL.9-10.6||Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.|
|Integration of Knowledge and Ideas|
|RL.9-10.7||Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).|
|RL.9-10.8||(Not applicable to literature)|
|RL.9-10.9||Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).|
|Range of Reading and Level of Text Complexity|
|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.|
|W.9-10: Text Types and Purposes|
|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.|
|W.9-10.1a||Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.|
|W.9-10.1b||Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.|
|W.9-10.1c||Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.|
|W.9-10.1d||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|W.9-10.1e||Provide a concluding statement or section that follows from and supports the argument presented.|
|W.9-10.2||Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.|
|W.9-10.2a||Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.|
|W.9-10.2b||Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.|
|W.9-10.2c||Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.|
|W.9-10.2d||Use precise language and domain-specific vocabulary to manage the complexity of the topic.|
|W.9-10.2e||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|W.9-10.2f||Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).|
|W.9-10.3||Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.|
|W.9-10.3a||Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.|
|W.9-10.3b||Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.|
|W.9-10.3c||Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.|
|W.9-10.3d||Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.|
|W.9-10.3e||Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.|
|Production and Distribution of Writing|
|W.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.9-10.5||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|W.9-10.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|
|Research to Build and Present Knowledge|
|W.9-10.7||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|W.9-10.8||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.|
|W.9-10.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|
|W.9-10.9a||Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).|
|W.9-10.9b||Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).|
|Range of Writing|
|W.9-10.10||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.|