Lesson 10 9.1.3 Introduction In this lesson, students continue to read and analyze William Shakespeare's and Juliet, Act 3.1, in which Romeo kills Tybalt. Students read lines 111–138 (from gentleman, The Prince’s near ally / My very friend” to “This I am fortune’s fool / Why dost thou stay”), and analyze how the excerpt develops a central idea of fate. “O, Students work in pairs to answer a series of questions before participating in a whole-class discussion. The lesson concludes with a viewing of a brief portion of Baz Luhrmann’s Romeo + Juliet in which the Prince banishes Romeo from Verona as punishment for killing Tybalt. Student learning is assessed via a Quick Write at the end of the lesson: How does Romeo's declaration, "I am fortune's fool" develop a central idea in this excerpt? For homework, students reread the Prologue to the play and respond to the following prompt: How does the Prologue support or contradict Romeo’s belief that he is fool”? Also for homework, students continue to “fortune’s read their Accountable Independent Reading (AIR) text through the lens of a focus standard of their choice and prepare for a brief discussion of their text based on that standard. Standards Assessed Standard(s) RL.9-10.2 Determine a 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. Addressed Standard(s) L.9-10.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inference drawn from the text. How does declaration, "I am fortune's fool" develop a central idea in this excerpt? High Performance Response(s) A High Performance Response should:
9.1.3 Lesson 10 Introduction In this lesson, students continue to read and analyze William Shakespeare's and Juliet, Act 3.1, in which Romeo kills Tybalt. Students read lines 111–138 (from “This gentleman, The Prince’s near ally / My very friend” to “O, I am fortune’s fool / Why dost thou stay”), and analyze how the excerpt develops a central idea of fate. Students work in pairs to answer a series of questions before participating in a whole-class discussion. The lesson concludes with a viewing of a brief portion of Baz Luhrmann’s Romeo + Juliet in which the Prince banishes Romeo from Verona as punishment for killing Tybalt. Student learning is assessed via a Quick Write at the end of the lesson: How does Romeo's declaration, "I am fortune's fool" develop a central idea in this excerpt? For homework, students reread the Prologue to the play and respond to the following prompt: How does the Prologue support or contradict Romeo’s belief that he is “fortune’s fool”? Also for homework, students continue to read their Accountable Independent Reading (AIR) text through the lens of a focus standard of their choice and prepare for a brief discussion of their text based on that standard. Standards Assessed Standard(s) RL.9-10.2 Determine a 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. Addressed Standard(s) L.9-10.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inference drawn from the text. How does declaration, "I am fortune's fool" develop a central idea in this excerpt? High Performance Response(s) A High Performance Response should:
111_e_session_3_fiction_participant_packet.docx