Romeo and Juliet by William Shakespeare
romeo_and_juliet_packet_2014-15.pdf | |
File Size: | 1259 kb |
File Type: |
SparkNotes Video: Romeo and Juliet
End-of-the-Unit Movie:
After reading Romeo and Juliet, we will watch the 2013 movie of the play. Although this is not entirely accurate, it catches the essence in an engaging way. The film is rated PG-13, although portions will be censored in the classroom. I encourage you to read the following review by Focus on the Family to help you decide if this is an appropriate movie for your child to watch.
Standards Addressed
RSL 9.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RSL 9.2. 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.
RSL 9.3. 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.
RSL 9.4. 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).
RSL 9.5. 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.
RSL 9.6. 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.
RSL 9.9. 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).
RSL 9.11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and situations.
RSIT 9.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RSIT 9.1. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
RSIT 9.2. Determine a central idea of a text and analyze 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.
RSIT 9.9.a. Read, annotate, and analyze informational texts on topics related to diverse and non- traditional cultures and viewpoints.
WS 9.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
WS 9.1.a. 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.
WS 9.1.b. 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.
WS 9.1.c. 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.
WS 9.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WS 9.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
WS 9.2. 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.
WS 9.2.a. 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.
WS 9.2.b. 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.
WS 9.2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WS 9.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
WS 9.2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WS 9.2.f. 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).
WS 9.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WS 9.3.a. 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.
WS 9.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
WS 9.3.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
WS 9.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
WS 9.3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
WS 9.3.f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.
WS 9.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit.
WS 9.11.a. Engage in a wide range of prewriting experiences, such as using a variety of visual representations, to express personal, social, and cultural connections and insights.
WS 9.11.b. Identify, analyze, and use elements and techniques of various genres of literature.
WS 9.11.c. Develop critical and interpretive texts from more than one perspective, including historical and cultural.
WS 9.11.d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
SLS 9.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SLS 9.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SLS 9.1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SLS 9.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SLS 9.1.e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
LS 9.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LS 9.1.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LS 9.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LS 9.2.c. Spell correctly.
LS 9.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening .
LS 9.4.a. 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.
LS 9.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LS 9.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LS 9.5.b. Analyze nuances in the meaning of words with similar denotations.
LS 9.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LS 9.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LS 9.5.b. Analyze nuances in the meaning of words with similar denotations.
RSL 9.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RSL 9.2. 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.
RSL 9.3. 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.
RSL 9.4. 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).
RSL 9.5. 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.
RSL 9.6. 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.
RSL 9.9. 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).
RSL 9.11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and situations.
RSIT 9.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RSIT 9.1. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
RSIT 9.2. Determine a central idea of a text and analyze 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.
RSIT 9.9.a. Read, annotate, and analyze informational texts on topics related to diverse and non- traditional cultures and viewpoints.
WS 9.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
WS 9.1.a. 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.
WS 9.1.b. 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.
WS 9.1.c. 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.
WS 9.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WS 9.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
WS 9.2. 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.
WS 9.2.a. 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.
WS 9.2.b. 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.
WS 9.2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WS 9.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
WS 9.2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WS 9.2.f. 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).
WS 9.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WS 9.3.a. 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.
WS 9.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
WS 9.3.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
WS 9.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
WS 9.3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
WS 9.3.f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.
WS 9.11. Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit.
WS 9.11.a. Engage in a wide range of prewriting experiences, such as using a variety of visual representations, to express personal, social, and cultural connections and insights.
WS 9.11.b. Identify, analyze, and use elements and techniques of various genres of literature.
WS 9.11.c. Develop critical and interpretive texts from more than one perspective, including historical and cultural.
WS 9.11.d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
SLS 9.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
SLS 9.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SLS 9.1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SLS 9.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
SLS 9.1.e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
LS 9.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LS 9.1.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LS 9.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LS 9.2.c. Spell correctly.
LS 9.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening .
LS 9.4.a. 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.
LS 9.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LS 9.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LS 9.5.b. Analyze nuances in the meaning of words with similar denotations.
LS 9.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LS 9.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
LS 9.5.b. Analyze nuances in the meaning of words with similar denotations.