UNIT PLANNING ORGANIZER

Unit 3: Love, Loyalty, and Relationships
GRADE(S): 9 / SUBJECT/COURSE: ELA 9a (semester 2)
AUTHOR(S): Ms. Kennedy / SCHOOL/BOARD: Northern Lights District School Division 113
Time: 5 weeks
DESCRIPTION / OVERALL EXPECTATIONS
This Unit will focus on the nature of relationships with friends, family, and someone special. It focuses heavily on the reading of Romeo and Juliet and the short story On the Sidewalk Bleeding / ~See attached list of outcomes. All are covered in each unit~
Specific Unit Focus on:
CR9.2b Before, during, after
Select and use appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.
CR9.4b multim texts
View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.
CR9.8b Gr 9 txts
Read grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently)
CC9.1b create texts
Create various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering)
CC9.4b construct comuni
Use pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads, coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas), semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to construct and to communicate meaning.
CC9.5b Create vis multim
Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.
CC9.7b oral plays Use oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints
CC9.8b write for purpose
Write to describe (a profile of a character), to narrate (a narrative essay), to explain and inform (a researched report), and to persuade (a review).
AR9.1b personal goals of learner
Assess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community of learners, and develop goals based on assessment and work toward them.
Unit Questions
How does someone keep good relationships with
-friends?
- family?
-Someone Special?
INTEGRATION (OTHER SUBJECTs + EXPECTATIONS) / PRIOR KNOWLEDGE
Drama will be integrated through the many activities involving dramatization of Shakespeare
IN9.4 Determine the influence of worldview on the choices, decisions, and interactions in a society.
PA9.3 Investigate the roles and responsibilities of members of the societies studied and those of citizens in contemporary Canada. / Students this year have done some small sonnets through last year’s Drama course
CULMINATING ACTIVITY AND ASSESSMENT / INTRODUCTORY ACTIVITY
Romeo and Juliet Soundtrack CD! Students will create a CD playlist for the story, giving a theme-song for scenes and emotions in the play. Students will get time to think about songs and work on the soundtrack as we progress through the story. / 3 charts are put up around the room to get student ideas about the big questions. Place each chart somewhere around the room. Give each student a marker. On the chart write “How does someone keep good relationships with friends?”, “How does someone keep good relationships with family?”, “How does someone keep good relationships with someone Special?” have students add their ideas. Then, students will choose one of the above people, and design and write a Thank You card for that person. In the card, they must identity 5 reasons that person is a good friend/ family member/ partner.
SUBTASKS
(LESSONS/TEACHING/LEARNING ACTIVITIES) / Outcome/
Indicators / ACCOMMODATION or EXTENTION TASKS / ASSESSMENT / MATERIALS / RESOURCES
1.  / Yes Ma’am (Pg 72 Crossroads) 2-3 class days
Begin by giving each students the story with a large post-it over the words. Read the title and the small ‘teaser’ at the top. Make a prediction about- What the story could be about. Who could the people be. What could the problem be? Give students 5 minutes to write, then tell them to put a line under that to divide it.
Then, aloud, read the first paragraph or two. Pause, and have students write down the correct answers to the prediction questions. Were they right? Put post-it’s on a chart up front labeled “our predictions”
Day 2: Students read (or re-read) entire story, and then work in pairs or on their own to answer the responding to Reading Questions. Then, they complete the worksheet Paragraph Structure and re-write a narrative paragraph with spaces to separate the quotations. / CC9.8b write for purpose
CR9.2b Before, during, after (Predicting) / Quotation Mark usage.
Look at using quotes within a narrative
Paragraph structure (from Crossroads extension) / Collect questions and assess on completion / Yes Ma’am (Pg 72 Crossroads)
2.  / Family
Begin with a Journal “Families are like peanut Brittle. It takes a lot of sweetness to keep the nuts together”- Does this describe your family? Who are the ‘nuts’ and what sort of ‘sweetness’ does it take to keep the family together?
Chart: On board, one chart paper for each. “Stories, Novels, Movies, Shows about…” one for Family, Friendship, and Romantic Love. Teacher and student brainstorm the stories/novels we have done in English class and put it under the right chart (point out that there’s nothing under Romantic Love). Then, each student gets a marker and fills in at least one movie/ show/ book that they know of for each.
Hand out Zits (pg 58 crossroads) and have students read and do the responding to reading question. On bottom of sheet/separate paper, have students create a chart. For each comic, they write down “What is the family problem” in one column and then “How would you solve this in your house” in the other column.
If time, students create a letter to a parent/ family member explaining a problem they are having and how they feel that the other person could fix it. / CC9.4b construct comuni
CR9.4b multim texts / Assess journals
Give participation marks for chart/ discussions / Zits (pg 58 crossroads)
3.  / Love Songs
Begin with Journal: List 20 things you’s like to have in a romantic partner, then rank them from most to least important.
Remind students that we have not looked at Romantic Love in class, but that we hear about it most of all. Discuss what media (Songs, movies, shows) they can think of that center around romantic love.
Hand out Love Song comparison chart.
Play 6 different love songs for the class to listen to and fill in their chart about what ‘kind’ of love they’ think it is about, and then find one ‘quote’ to prove it. (Songs: Faithfully –Journey, As long as you love me- Beiber, Love the way you lie- Eminemn, Your love is my drug- Kesha, *Where is the Love –Black eyed peas, *Woman like you- Johnny Reid) Then, using 2 of the songs, students fill in a gap-fill comparison paragraph.
Next day, students create their own comparison paragraph using at least 1 song we did together and, if they choose, one of their own. They must use at least 1 transition word/ phrase in their paragraph. / CC9.8b write for purpose
CC9.4b construct comuni / Using Transition words handouts. Note of transition word meanings, and practice acitivites / A mark for participation in discussion and listening.
Evaluate completed Paragraph based on checklist- rubric / Love song comparison chart. Love song comparison gap-fill parapgraph.
4.  / Who is this Shakespeare guy anyway? Poster 2-3 class days
Day 1: Give students the Shakeseare’s life Jigsaw A/B. Students with A need to talk to students with B to fill in their answers and get information about Shakespeare. Then, complete the short reading about Shakespeare’s plays, answer the questions, and then read a short synopsis of each play and guess which one they are describing.
Day 2: Using the information they have, and research, books, printed out articles, and any other knowledge, Students will create an informational research poster about Shakespeare. Provide students with different articles about Shakespeare, his plays, and the Globe theater.
This is to be done without direct use of the internet! Articles from online are printed out to avoid direct copy/pasting for this paragraph. / CC9.5b Create vis multim / Shakespeare’s plays word searches to begin / Rubric handed out to students to create posters based on it. / Shakespeare Jigsaw A/ B and Shakespeare’s plays reading/ Questions.
Articles printed out.
Poster paper/ markers
5.  / Shakespeare’s Language -3 class days
Begin by looking at the grammar used by Shakespeare (Thou, etc) and translate some old English to modern English.
Then, look at Shakespeare’s way of creating sentence order and create their own sentence. Followed by finding the puns in Shakespeare’s language.
Once students are familiar enough to decode the language, they will look at a sonnet from Midsummer’s Night Dream illustrating a woman lying in the flowers. We will discuss the images, and then students are to write their own poem about a place they are familiar with, trying to use as much Shakespearean language as they can. / CC9.4b construct comuni
CC9.7b oral plays / Video of where Shakespeare is from, including shots of the flowers, found on Video Clip In Search of Shakespeare (youtube) / Handouts are collected and assessed on completion / Lesson plan and handouts found at:
http://www.pbs.org/shakespeare/educators/language/lessonplan2.html
6.  / Romeo and Juliet
15-Min Journal: Tell me about a fight you’ve seen/heard of/been in. What is worth fighting over? What is not? OR tell me about a TV show/movie about a love story. How do they usually work out?
Day 1: Introduce students to the play with a book walk. Have them notice the layout (definitions on the left side, script on the right) the pictures and the act summaries. Read over the cast of characters. Do a short journal about one of the pictures and what they predict it is showing.
Day 2: Watch act 1 scene 1 with the sound off. Have students decide what they think is going on in the scene and what words they might be saying. Then, watch again with the sound on following the script. / CR9.2b Before, during, after
CR9.4b multim texts / Journal and book walk support creative thinking/ creators. / Anecdotal based on participation in discussion / Romeo and Juliet Play
Romeo and Juliet (1968) and
Romeo + Juliet (1996)
7.  / Romeo and Juliet
15 min journal: Do you believe in love at first sight? Describe your ideal partner. OR Describe the person you one day want to become. What are they like?
Day 3: Introductions to Romeo and Intro to Juliet as characters. Predict what kind of people they are. Complete worksheet about quotes describing Romeo and Juliet. Write a character profile in a chart/web for Romeo or Juliet.
Day 4/5: Meeting at the Ball and the Balcony Scene
Watching both versions of the movie, students will complete a Venn diagram to compare how the movies show the situation. They will also read the scene from the play to compare the words used. Then, use the handout about the ball and the play text, students look at certain lines and make conclusions. / CR9.4b multim texts
CC9.8b write for purpose / Using a graphic organizer instead of a written paragraph to support lower level learners / collected and assessed on completion / Romeo and Juliet Play
Romeo and Juliet (1968) and
Romeo + Juliet (1996)
8.  / Day 6/7: The Romance
Students will use the two movies to help their understanding of the plot, including Romeo and Juliet’s secret meetings, her marriage with Paris, and the deaths of Tybalt and Mercutio. Using gap fills, venn/chart comparisons, and summary handouts, students will track how the decisions of Romeo effect the story line. / CR9.2b Before, during, after
CC9.7b oral plays / Use of graphic organizers helps organize students and lessen writing load / Anecdotal based on participation in discussion, and completion of graphic / Romeo and Juliet Play
Romeo and Juliet (1968) and
Romeo + Juliet (1996)
9.  / Day 8/9: The tragedy
15 minute journal: What is your opinion on Arraged Marriages? OR Is love worth dying for?
Beginning with reading about Romeo in exile and the Friar’s plan (and completing a summary handout about it) students will watch both versions of the movie to establish the string of events. Students will create a chain-of-events (cause/effect graphic organizer) to illustrate what happened to create this tragedy. They will focus on the decisions made by Romeo (as per ‘Single Character Approach’ in Hardcourt). Watching the end, students will write a journal about how they feel and if they feel there were any other options for them. / CR9.4b multim texts
CC9.8b write for purpose / Use of graphic organizers helps organize students and lessen writing load / Anecdotal based on participation in discussion.
Eval of final graphic organizer / Romeo and Juliet Play
Romeo and Juliet (1968) and
Romeo + Juliet (1996)
10.  / If Time- 1 class day
Shakespearian insults. These insults or compliments allow students to use drama right in the classroom. First, read a little about the insults of Shakespeare and how they are made (nouns, adjectives) and then split the class in half. Each half has a copy of the Shakespearian insult chart. They each get a turn, going down the line, to insult someone on the other side. Then, the other side gets to insult them back. First team to have to re-use an insult loses! / -Drama- / -No Eval- / Shakespearian Insults handout
Sh. Compliments overhead/ screen
11.  / Cumulating Project: Soundtrack
As detailed above / CC9.5bCreate vis multim
CC9.1b create texts / Students choose songs they are familiar with / Eval Soundtrack
via rubric / Laptops or comp lab access.

UNIT PLANNING ORGANIZER PAGE 1