Unit 3 Anchor Texts
ย Unit Home ย | Writing Task | Anchor Texts | Small Group Texts | Independent Textsย
ย Unit Home ย | Writing Task | Anchor Texts | Small Group Texts | Independent Textsย
Romeo & Juliet: Act I
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Concept Vocabulary
mutiny
transgression
heretics
Skill Vocabulary
stage direction
dialogue
Focus: Elements of Drama
Standard(s)
๐ 9-10.RL.7 Analyze how plot elements and dialogue interact, shape the characters, and propel the action.ย
๐ 9-10.R.10 Analyze and evaluate the effectiveness of the structures an author uses in an exposition, argument, or narrative, including whether the structure makes points or events clear, effective, convincing, or engaging.ย
Supports/Resources
Focus: Latin Prefix: trans-
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.ย
Supports/Resources
Focus: Figurative Language
Standard(s)
9-10.R.8 Determine the meaning and impact of words and phrases on meaning, tone, and mood. Analyze figurative language and connotative meanings. Examine domain-specific vocabulary and how language differs across genres and text types.ย
Support/Resources
*key words: oxymoron, dialogue
Romeo & Juliet: Act II
Concept Vocabulary
cunning
counterfeit
confidence
Skill Vocabulary
blank verse
iamic pentameter
iamb
Focus: Poetic Structure
Standard(s)
๐ 9-10.R.10 Analyze and evaluate the effectiveness of the structures an author uses in an exposition, argument, or narrative, including whether the structure makes points or events clear, effective, convincing, or engaging.ย
Supports/Resources
Focus: Latin Prefix: counter-
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.ย
Supports/Resources
Focus: Dramatic Interpretation
Standard(s)
9-10.SL.3 Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.ย
a. Convey a clear perspective by concisely presenting and citing information, findings, and supporting evidence so that listeners can follow the line of reasoning.
Support/Resources
Romeo & Juliet: Act III
Concept Vocabulary
exile
banishment
pardon
Skill Vocabulary
dialogue
dramatic speeches
soliloquy
aside
monologue
foil
Focus: Poetic Structure
Standard(s)
๐ 9-10.R.10 Analyze and evaluate the effectiveness of the structures an author uses in an exposition, argument, or narrative, including whether the structure makes points or events clear, effective, convincing, or engaging.ย
Supports/Resources
Focus: Latin Prefix: ex-
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.ย
Supports/Resources
๐กTeacher Tip: Discuss the concept of a foil within the context of the play instead.
Focus: Dual Character Study
Standard(s)
9-10.W.2 Write informative/explanatory texts to examine and convey related ideas and information clearly and accurately through the effective selection, organization, and analysis of content, and provide a conclusion that follows from and supports the information or explanation presented.ย
Support/Resources
Romeo & Juliet: Act IV
Concept Vocabulary
lamentable
distressed
melancholy
Skill Vocabulary
dramatic irony
comic relief
pun
Focus: Dramatic Elements
Standard(s)
๐ 9-10.R.10 Analyze and evaluate the effectiveness of the structures an author uses in an exposition, argument, or narrative, including whether the structure makes points or events clear, effective, convincing, or engaging.ย
Supports/Resources
Focus: Latin Root: -stress-
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.ย
Supports/Resources
๐กTeacher Tip: This might be more effective as a brief RACE constructed response to relate to the argument.
Focus: Classroom Debate
Standard(s)
๐ 9-10.W.1 Write arguments to support claims in an analysis of complex topics or texts using logical reasoning and relevant evidence, and provide a conclusion that follows from and supports the argument presented.
9-10.SL.3 Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.ย
a. Convey a clear perspective by concisely presenting and citing information, findings, and supporting evidence so that listeners can follow the line of reasoning.
Support/Resources
Romeo & Juliet: Act V
Concept Vocabulary
desperare
meager
penury
misery
Skill Vocabulary
tragedy
motives
fate
tragic flaw
Focus: Tragedy
Standard(s)
๐ 9-10.RL.7 Analyze how plot elements and dialogue interact, shape the characters, and propel the action.ย
๐ 9-10.R.10 Analyze and evaluate the effectiveness of the structures an author uses in an exposition, argument, or narrative, including whether the structure makes points or events clear, effective, convincing, or engaging.ย
๐ 9-10.R.12 Compare a text to another text in a different medium analyzing the portrayal of the subject, evaluate the advantages and disadvantages of using the different mediums, and explain how and why the content stays faithful to or departs from the text or script.ย
Supports/Resources
Sharing Perspectives Discussion Prompts
Mini Lessons: Elements of Tragedy
Focus: Word Families
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.ย
Supports/Resources
Focus: Parallelism
Support/Resources
๐ก Teacher Tip: Keep this writing task brief (1-2 paragraphs, using the RACE writing strategy).
Focus: Persuasive Letter
Standard(s)
๐ 9-10.W.1 Write arguments to support claims in an analysis of complex topics or texts using logical reasoning and relevant evidence, and provide a conclusion that follows from and supports the argument presented.
Support/Resources
Focus: Performance Review
Standard(s)
9-10.SL.3 Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.ย
a. Convey a clear perspective by concisely presenting and citing information, findings, and supporting evidence so that listeners can follow the line of reasoning.
Support/Resources
Literary Criticism
(Romeo and Juliet Is a Terrible Play/In Defense)
๐กTeacher Tip: In the curriculum, this is placed in the Small Group Learning section. However, since the Performance Task is to write a literary criticism, we recommend that you teach it in a Whole Class Learning formation instead of Small Group.
Concept Vocabulary
intrigued
credulity
indignation
Skill Vocabulary
criticism
transition
comparison
contrast
cause and effect
addition
introducing
summary
Focus: Argumentative Text
Standard(s)
9-10.RI.7 Analyze how a text makes connections among and distinctions between individuals, ideas, or events through comparisons, analogies, or categories.ย
๐ 9-10.R.13 Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. Recognize when irrelevant evidence is introduced.
Supports/Resources
Focus: Latin Root: -cred-
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.ย
Supports/Resources
Focus: Organization
Standard(s)
9-10.RI.7 Analyze how a text makes connections among and distinctions between individuals, ideas, or events through comparisons, analogies, or categories.ย
๐ 9-10.R.13 Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. Recognize when irrelevant evidence is introduced.
Support/Resources
๐ก Teacher Tip: You may decide to use this writing task instead of the Performance Task as your extended/process writing. If not, keep this writing task brief (1-2 paragraphs, using the RACE Writing strategy).
Focus: Literary Criticism
Standard(s)
๐9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Support/Resources
*key words: criticism, claims, counterclaims
Supplementary Text
Vocabulary
forbidden
steal
tryst
Activities
Word Study: Multiple-Meaning Words
Writing to Compare
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.ย
9-10.RL.14 Analyze two or more works of fiction with similar themes or topics, drawing on patterns of events, characters types, and stylistic choices.
9-10.W.2 Write informative/explanatory texts to examine and convey related ideas and information clearly and accurately through the effective selection, organization, and analysis of content, and provide a conclusion that follows from and supports the information or explanation presented.ย