focus area

TIME

major outcomes

Assessments

Cpi’s

The Call of the Wild

by

Jack London

4 - 5 weeks

1. Analyze and examine the terms personification, Naturalism, Social Darwinism, and the theory of evolution.

• Define the terms personification, Naturalism, Social Darwinism, and the theory of evolution.

• Discuss how each of the aforementioned terms relates to the story.

3.2 (B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

2. Examine historical facts about the Klondike Gold Rush.

• Students will record and examine historical facts about the Klondike Gold Rush, using maps and charts from the text, thereby enhancing their understanding of the time period as well as elements from within the overall story.

3.2 (B,D)

3.4 (A,B)

3. Analyze and relate background information on the author to the story.

• Students will discuss the story’s premise, relating the author’s life and other works to this story, citing examples so as to better acquaint themselves with the story’s genre.

3.1 (E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

4. Familiarize themselves with characters from the story.

• Introduce students to the vast array of characters within the story, separating the dogs from the humans, making sure students remember that the dogs will be personified throughout the story.

• Discuss reasons an author may choose to personify an animal.

• Students will read chapter one, (homework) being able to discuss how the main character is personified by the author, examples of foreshadowing, the inciting incident, various conflicts from said chapter, and a full summary.

3.2 (B,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

5. Analyze and evaluation

personification,

Naturalism, and the

Klondike Gold Rush

through events within

Chapter 1.

• Discuss the title of Chapter 1 and examine its relativity to events in said chapter.

• Discuss the personification of the main character and its importance to the story.

• Discuss Naturalism in the story’s various settings thus far.

• Discuss the main character’s signs of showing Social Darwinism.

• Analyze possible inciting incidents, discussing each and its importance as compared to others mentioned.

• Discuss various conflicts within said chapter, as well as their possible aspects of foreshadowing on future events, as well as instances of foreshadowing and possible student predictions for later events within the story.

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

6. Consider, construct, and support various conflicts from within the story, being able to argue each conflict as to why it pertains to its respective type of conflict.

• In groups (4), students will work with their assigned group, identifying as many conflicts as possible, describing and supporting how each conflict is relative to their assigned type.

• Groups will prepare presentations of their respective conflict type, being able to convince each of the other groups why their examples categorically fit into their assigned conflict type.

3.1 (D,E,G,H)

3.2 (A,B,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1 (D,E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

7. Relate conflict group work using text supported examples and justification of noted conflicts through oral group presentations, arguing pertinence to assigned conflict type.

• Students will present findings to the class, using group work notes, text examples, relative examples from previously read stories as well as any other information beneficial to properly justify their case.

• Non-presenting groups will listen attentively, not only noting conflict examples and questioning each ones pertinence to said topic type, but evaluating

each conflict to see if it may fit into their perspective group as well.

• Read chapter 2. (homework)

3.1 (D,E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.4 (A,B)

3.5 (C)

3.2 (A,B,C,D)

8. Relate and support knowledge of their reading assignment to questions.

• Students will answer questions relating to chapter 2 (see handout).

3.1 (E,F,G,H)

3.2 (A,B,C,D)

9. Conceptualize, construct, examine, and analyze the ability to personify an object.

• Discuss possible correct answers to assignment.

• Students will give a written description of an apple.

• Revisit the term personification and its benefits when writing.

• Review student responses to the description of the apple, orally.

• Note and commend any student personifications of the apple.

• Have students attempt to personify an apple through their descriptions.

• Discuss answers.

• Have students personify an inanimate object from within the classroom.

• Students will share their personifications of inanimate objects with the class, having students attempt to guess the object presenting student is personifying.

• Students will personify an object in a paragraph or more as well as read Chapter 3. (homework)

3.3 (A,B,C,D)

3.4 (A,B)

3.2 (A,B,C,D)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

10. Relate and support knowledge of their reading assignment to questions.

• Students will answer questions related to Chapter 3. (see handout)

3.1 (E,F,G,H)

3.2 (A,B,C,D)

11. Analyze and examine Naturalism, Social Darwinism, antagonist, protagonist setting, and mood, in relation to chapters two and three.

• Discuss possible correct answers to assignment.

• Revisit the term Naturalism and discuss where it is prevalent throughout the story thus far, citing examples.

• Identify the protagonist and the antagonist from each chapter and discuss their roles.

• Discuss the two main characters’ during their eventual confrontation and how Social Darwinism is prevalent.

• Discuss the various moods throughout the story thus far. Read Chapter 4. (homework)

3.3 (A,B,C,D)

3.4 (A,B)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1 (E,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

12. Justify the importance of providing lesser known characters to a story, assessing the author’s characterization technique of portrayal of behavior.

• Define the term “portrayal of behavior”.

• Students will record and discuss the definition and description of the term characterization, discussing various examples of how the author uses the characterization technique of portrayal of behavior.

• Reintroduce students to the dog Dave, a minor character who plays a lesser role in the action of the story, reminding students that Dave is described primarily through the portrayal of his behavior.

3.2 (B,C,D)

3.1 (E,G,H)

3.2 (B,C)

3.3 (A,B,C)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

13. Draw conclusions about a character from what the character says and does.

• Students will begin a timed (20

minute) writing assignment, discussing what they believe the author reveals about Dave through his behavior, mentioning qualities he possess, as well as which

qualities he is admired by the men and the rest of the dogs for possessing.

• Discuss student responses.

3.2 (A,B,C,D)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

14. Summarize Chapter four, assessing the main character’s transformation from the beginning of the story through to the end of Chapter four.

• Discuss how Social Darwinism has come full circle by the end of chapter four.

• Cite examples and discuss the main character’s transformation from the proverbial “king” at Judge Miller’s to the “Master” of the sled team.

• Read Chapter five.

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

15. Evaluate and various conflicts experience by a certain character.

• Describe the difference between a one dimensional and a three dimensional character.

• Discuss which characters from the story fit into which character dimension and why.

• Revisit the term conflict and direct students’ attention to the end of Chapter five, wherein the character John Thornton experiences both external and internal conflicts.

• Discuss what external conflicts aforementioned character struggles against as well as what internal conflicts causes him to hesitate before defending Buck against Hal.

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

16. Summarize Chapter five.

• Discuss and summarize the story as a whole up to this point, having students predict what may happen up through the end of the story.

• Read the up through and to the end of the story.

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

17. Evaluate and analyze the Relationship between the main character and his new master through the summarization of Chapter six, while assessing and critiquing the relationship between two and three dimensional characters.

• Discuss the foreshadowing in Chapter six from the chapter’s title.

• Discuss the main character and his new master as two and three dimensional characters.

• Compare aforementioned characters to other two and three dimensional characters read throughout the year in previous stories.

• Summarize the chapter as a whole through student led discussion, focusing on various topics (see lesson plan).

• Revisit chapter seven and be prepared to discuss. (homework)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

18. Summarize Chapter seven, analyzing and evaluating the overall transformation of the main character, assessing the level of Naturalism played throughout the story, while justifying and relating previously discussed themes to the story.

• Discuss whether students feel there is something inherent within each of us that calls to us to make important decisions in life, therein relating students responses to both the title of the story and its relativity to the question posed, as well as their Sisyphus assignment from our short story unit.

• Discuss the different calls to which the main character and his master answer and explain possible reasons students believe they do so.

• Discuss the main character’s

transformation from the beginning of the story, up through the end, citing concrete reasons for his transformation at different stages, as well as the reasons for said changes.

• Discuss Naturalism and its role and importance throughout the story, assess their effects on both characters as well as the overall outcome.

• Revisit overlying themes discussed and analyze how important they were throughout the story, as well as to its ending.

• Summarize chapter seven as a whole.

• Discuss students’ overall opinions about the story, examining the relevancy of this story to their own lives as high school students. (Social Darwinism/ survival of the fittest).

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

19. Assess student comprehension of the story.

• Test

3.1 (E,F,G,H)

3.2 (A,B,C,D)

focus area

Time

major outcomes

Assessments

cpi’s

Topic selection

and

Handout review

Research

4 – 5 weeks

1. Examine the process of researching a topic for writing purposes, considering and assessing information given in regards to their research paper, while analyzing, evaluating and examining information pertaining to their topic.

• Students will listen to the introduction about researching a paper topic in the library from our librarian.

• Students will choose and begin researching their topics (topic – a controversial figure), finding any materials they believe will help in their writing the paper, using any and all available methods available to them.

• Distribute literature that coincides with the parameters of the assignment and review orally (see handouts - “grade” your progress, term paper preliminary outline, and term paper fact sheet).

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

Research

and

Organization

1. Organize, examine, and record research information.

• Fill out term paper fact sheets to completion, making sure they have printed copies of all needed materials, for both

research as well as citation purposes, constantly monitor student progress via progress sheet.

3.2 (A,B,C,D)

3.5 (A,B,C)

Bibliography

1. Identify, analyze, examine, and relate information collected in regards to their research papers.

• Students will examine basic bibliographies (see handout).

• Students will record elements of the handout in relationship to collected materials, using relative information.

• Cite an example on the board, choosing a student from the class, using his/her recorded information.

• Give students various other types of examples, using various types of research sources.

3.1(D,E,F,G,H)

3.5 (A,B,C)

3.2 (A,B,C,D)

3.2 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

Note Cards

1. Record essential information on their note cards for their required works cited page.

• Revisit the note card handout, discussing its elements in detail, monitoring student progress as they begin work.

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

Highlighting

1. Assess and prioritize collected materials for information students may plan to use in their papers.

• Discuss the process of highlighting.

• Have students focus on relative materials they deem fit to include in their papers, informing students that this is a segue into our future lesson on paraphrasing and quoting.

• Discuss some of the elements that may be deemed relevant to highlight, pointing out ones that may not be.

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

Thesis Statements

and

Opening Paragraphs

1. Construct and support an opening paragraph, via a solid thesis statement, analyzing its elements.

• Discuss and analyze the elements of a thesis statement, using various generic examples, therein allowing students to gain an understanding of what is expected of them.

• Review the process of transforming a thesis statement into an opening paragraph, examining the elements of the opening paragraph for its required elements.

• Students will actively work on both their thesis statements as well as their opening paragraphs.

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.2 (A,B,C,D)

Opening Paragraph

1. Reconstruct and support opening paragraph.

• Review and analyze students opening paragraphs for required elements, therein allowing them to begin work on their rough drafts.

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

Internal Citations

1. Identify, examine, organize, and compose information collected in regards to the proper way to cite quotations and paraphrasing internally within their papers.

• Distribute “Writing Citations” (MLA Style) sheets (see handouts), reading aloud and reviewing the general guidelines, citing examples where relevant.

• Point out and discuss in detail the vast types of sources from which students may have taken research material, as well as the distinct methods for formatting each respective type.

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

Works Cited Page

1. Identify, examine, organize, and compose information collected in regards to the works cited page.

• Distribute “Internal Citations” (MLA Style) sheets (see handouts), reading aloud and reviewing the general guidelines, citing examples where relevant.

• Point out and discuss in detail the vast types of sources from which students may have taken research material, as well as the distinct methods for formatting each respective type, monitoring student progress of their works cited page.

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

Format

1. Identify and incorporate formatting rules for their research papers.

• Students will record the proper rules for formatting their freshman English research papers.

3.1(D,E,F,G,H)

3.2 (A,B,C,D)

3.5 (A,B,C)

focus area

time

major outcomes

assessments

cpi’s

Novel-

The Chocolate War

5-6 weeks

1. Evaluate class opinions of peer pressure.

2. Express opinions/knowledge through written/visual group activity.

• DO NOW: What is peer pressure? How has it affected your life? Is peer pressure always a bad thing? What different levels or intensities of peer pressure do you think exist?

• Divide students into groups of 4.

• Students will be given poster board and will be asked to: “List examples of the types of peer pressure you encounter daily (min. 10). When you are finished, create an illustration that demonstrates how peer pressure can make you feel.” (20 minutes)

• Groups will present.

• Discussion will focus on peer pressure as a major theme in the novel.

3. 2. (A)

   3. (A)

3.3 (D)

1. Trace character(s) and his/their actions throughout the novel.

2. Compare and contrast character(s) with historical figure(s) through writing

• At the start of reading, students will be assigned one of the following:

~Jerry

~Archie Costello

~Brother Leon

~The Vigils

• For each chapter, students must record their characters’ actions and reactions to various events in the text.

• Near the completion of reading, students will research a historical figure that can be compared to the character they traced throughout the novel (See handout – Heroes, Bullies and Control THEN AND NOW…”

• Write a 5-paragraph essay comparing and contrasting the two subjects. Work should be typed.

3.2 (A)

3.3 (D)

3.2 (A,B,C,D)

1. Explore connections between Trinity (school in book) with own high school.

• The Chocolate War contains many themes the average high school student can identify with, and any of these themes may be the topic of class discussion. They include (but may not be limited to):

~ The nature of relationships among students, teachers, administrators and parents

~ discipline

~ friendships and cliques

~ violence and drugs

~ school spirit

3.3 (A)

“Sticks and Stones” –

A WebQuest

1. Research real-life effects of bullying on society through a well-planned webquest.

2. Create and present a dramatic interpretation (PSA) of researched materials.

• INTRO: Have you ever been teased? How did it feel? Have you ever teased anyone? If so, why?

• Reserve 2-3 library days. Divide students into groups of 5-6.

• Distribute “WebQuest Activity: Sticks and Stones” (see Handouts). Review.

• Students will have 1-2 days to complete research aspects of assignment. Final library day should be spent writing script for PSA (Public Service Announcement).

• See handout for evaluation rubric.

3.2 (A)

3.3 (A)

3.1 (H)

3.5 (A,B,C)

3.2 (A,B,C,D)

1. Examine the theme of isolation in the novel.

2. Create an original expression of the theme, chosen by the student to reflect their interests.

• Distribute cover handout (see handouts)

• Allow students to freewrite on the cover illustration (what do they see? What is in the foreground? The background? Why?)

• Students will create their own artwork – a detailed drawing, painting, sculpture, collage, poem, short story, book cover, etc. – that expresses the concept of isolation.

3.5 (A,C)

3.2 (A)

1. Evaluate concept of “survival of the fittest”.

2. Refute or support concept through group activity.

• DO NOW: “The world is made up of two types of people – those who are victims and those who are victimized” – Archie Costello

• Do you agree or disagree?

• Divide students into 6 groups. Three groups will be asked to come up with everyday examples of why this is true. The remaining groups will find support that it is false.

• Groups will present examples to the class (5-10 examples).

3.2 (A)

3.3 (A,B,C,D)

3. 2. (A)

1. Read a critical chapter together in class (6).

2. Discuss how fear, support, and obedience are important concepts to both the book and the Nazi movement.

• Teacher/students will read chapter together. Discussion will ensue:

~ Who is to blame? The students or Brother Leon? Or Bailey?

~ What about this “event” made Jerry feel sick? Explain.

• Distribute “You turned This Classroom Into Nazi Germany…” (see handout). Class will then discuss the validity of this statement by Brother Leon.

• ADDITIONAL: In lieu of handout, students may be asked to research and present information on their own.

3.1 (D,G)

3.2 (A)

1. 1. (A)

3.1 (H)

The Love Song of

J. Alfred Prufrock

1. Examine personal feelings on ability to control destiny (fate vs. freewill).

2. Read a poem and explore its deeper meaning.

• DO NOW: Have you ever felt like your life was out of your control, or perhaps like it was just “passing you by?” Explain.

• Discuss concept of fate vs. freewill.

• Divide students into groups of 4-5.

• Distribute copies of Prufrock (see handouts). Assign each group an underlined portion. Ask students to illustrate and explain their given lines.

• FOLLOW UP: How does Prufrock’s view on life differ from Jerry’s (old vs. young, helpless vs. empowered, etc.)? Eliot was an American expatriate. Does this partially explain the tone of this poem?

3.2 (A)

3.3(A)

3.1 (D,E,G)

3.3 (A)

Hang it Up!

1. Personally and artistically relate and respond to a driving concept in the novel.

2. Reinforce an earlier discussed concept.

• Review the description of Jerry’s poster.

• Have students individually create their own posters based on the “Do I Dare Disturb the Universe?” Cromier/Eliot quote.

• Have students draw a fitting picture and write the quote on the poster. Display.

• ALTERNATE ASSIGNMENT: Have students select another quote they feel represents the “motto” of a given character, and then create a poster.

3.2 (A)

3.1 (G)

1. 2. (A,C)

3.1 (H)

Power and Ethics

1. Consider the issue of power in the novel.

2. Determine what it means to be ethical, and relate this to the actions of Archie/The Vigils/Brother Leon.

• DO NOW: Have you ever had a teacher call you at home? What did they want to talk about? If not, would you be surprised if a teacher did so?

• What was unusual about Brother Leon’s call to Archie in chapter 24?

• Follow-up Chapter Questions:

~ Who really holds the power? Brother Leon or Archie?

~ Brother Leon directly threatens Archie. How is this unethical (discuss meaning of unethical if necessary)?

~ Do you think Archie believes Brother Leon could make trouble for The Vigils?

~ What do you think? Could (or would) Brother Leon make trouble for The Vigils if he wanted to?

• JOURNAL: What effect did the “meeting” in Chapter 25 have on Jerry? Do you think he will sell the chocolates, or that Obie is right in his assumption that he won’t? Give reasons to support your answer (15 minutes).

3.2 (A)

3.3 (A)

3.2 (A)

“White Places”

1. Consider whether gender affects bullying.

2. Apply a secondary text in exploration.

• DO NOW: Let it be said - boys and girls are DIFFERENT in a lot of ways…How do the ways in which boys and girls bully each other differ? How are they the same? Come up with some examples and list them in your notebook.

• List student answers on board using a Venn diagram.

• Distribute copies of “White Places” (see handouts). Read together as a class.

• Discuss actions of characters. Do these actions support the Venn diagram findings?

• RESPOND IN WRITING: Imagine The Vigils were girls. What sort of punishment would they devise for a girl who refused to sell the chocolates?

3.2 (A)

3.3 (A)

3.5 (B)

3.2 (A)

3.3 (A)

3.2 (A,B,D)

Lights, Camera, ACTION!

1. Reflect and interpret the book’s ending in the form of a television news broadcast.

• Students will be asked to present a television news broadcast based on the beating of Jerry Renault. Students should keep in mind:

~ Reporters often do not have all the facts.

~ Interviews can be biased, based on the individuals interviewed.

• Broadcasts should last 5 minutes and interview at least three characters from the story.

3.3 (D)

3.5 (A,B,C,D)

1. Respond to the film.

• Students will view a film version of The Chocolate War after reading and testing is complete.

• Students will write an essay that addresses one of the below topics:

~ artistic scenes

~ change of time period (60’s to 80’s)

~ alternate movie ending

3.4 (A)

3.5 (A)

3.2 (B)

focus area

time

major outcomes

assessments

cpi’s

Play –

Romeo and Juliet

5-6 weeks

1. Examine the role of fate in the text.

2. Understand the purpose of a prologue.

3. Learn the function of a sonnet.

4. Compose an interpretation of the general prologue.

• DO NOW: To what degree do you believe your life is controlled by fate? (Or, in other words, to what degree are the events that surround your life out of your control?

• Record student responses on board. Discuss concept of fate vs. freewill.

• Record formal definition for prologue.

• Students will be introduced to sonnets.

• Working in groups of 4-5, students will translate prologue to “modern” English.

• Groups will copy their translations to transparencies and present them.

• Class will vote on best translation, and then discuss overall accuracy.

3.1 (E)

3.3 (A)

3.1 (F,G)

3.2 (A,D)

3.3 (D)

Icebreakers

1. Address perceptions of common themes in the play prior to in-depth study.

• When beginning Romeo and Juliet, it may be helpful to apply one of the following introductory activities:

~ Anticipation Guide – This handout (see handouts) allows a quick and easy, “survey-type” introduction to central themes in the play.

~ The Perfect Mate – This two- survey set is completed by both the student and a parent or guardian (see handouts). Focusing on what one looks for in a partner, it addresses the idea that parents and their children often see things differently.

• What’s Love Got To Do With It? – This article (see handouts) addresses the common custom of match marriages as it is still practiced to some degree by some Indo-European cultures.

3.2 (A)

3.3 (A,B)

3.2 (A)

3.3 (A,B)

3.1 (G)

3.5 (C)

Character Charts

1. Track and assess the importance of major characters throughout the play.

• Character charts are to be introduced after the reading of the first scene. Charts are generally kept “landscape” in student notebooks: about 5 pages should be set aside for this purpose.

• For each character entry, the following should be recorded:

~ name

~ act/scene 1^st appearing

~ relationship to Capulets/Montagues

~ “defining characteristic”

• NOTE: for “defining characteristic,” teacher may choose to have class decide on one given characteristic to develop unity. Also, it may be helpful to model chart completion with “Mercutio.”

3.2 (A,B,D)

3.1 (E)

Scorecard

1. Apply a structured format for quick and simple note taking.

• Using a “scorecard” obtained from Shakespeare for Dummies, (see handouts), students will track the following events in the play:

~ “falls in love”

~ “home run: marries”

~ “consummates a marriage”

~ “sent to penalty box: banished”

~ “ejected from game: dies”

~ “plays a trick: fakes own death”

~ “commits suicide”

~ “appears in scene”

~ “famous quote”

• NOTE: Teacher may choose to identify “famous quotes” for students. This can also be used to foster further class discussion.

3.1 (E)

3.2 (A,B,D)

3.3 (A)

2. Examine the often overlooked importance of Juliet’s Nurse.

• DO NOW: Take a moment to add the nurse to your character chart. Be ready to discuss your answers with the class.

• Discuss common perceptions of nurse (stupid, fat, nosey, etc.)

• Place students in groups of 4-5.

• Give groups poster paper.

• Students should:

~ illustrate nurse

~ choose a quote from the text that

defines her personality

~ identify a “redeeming” quality

• Groups will share work. The following often overlooked attributes should be discussed:

~ “real” mother to Juliet

~ genuine in her concern for Juliet

~ one of the only characters to truly

mourn Juliet

3.2 (A)

3.3 (A)

3.2 (A,D)

3.3 (D)

Oh Romeo…

1. Explore the true meaning of a often misinterpreted quote.

2. Retell the balcony scene from the male perspective.

• DO NOW: “Oh Romeo, Romeo, wherefore art thou Romeo?” you’ve probably heard this line a million times…but what does it mean, anyway? (NOTE: It may be very helpful to inform students that wherefore = “why,” not “where.”)

• Two students will be called on to “perform” the balcony scene for the class.

• Discuss: How do Romeo and Juliet’s concerns seem to differ? Who is looking for that “right” person, and who is just looking for somebody…right now?

• RESPOND IN WRITING: Rewrite the balcony scene. This time, imagine that it is Juliet that is doing the spying, and Romeo who is spilling his true feeling…will they differ from Juliet’s?

3.2 (A)

3.3 (C,D)

3.2 (A)

3.2 (A,B)

17^th Century Rules of Marriage

1. Consider the importance of time on the perceptions of marriage throughout the play.

2. Work to interpret a given piece of archaic text.

• Distribute “17^th Century Rules of Marriage” handout (see handouts).

• Discuss techniques for reading document. Explain to students the following letters should be read as follows:

~ V = U

~ U = V

~ I = J

~ f = S

~ v v = W

• Students will be given a few minutes to grapple with the text; class will then read and interpret piece together.

• BRAINSTORM AND WRITE: What do you think Lord Capulet and Friar Lawrence would think about this document?

• Break into groups of five. Half of the groups will look to find details in the document that support Lord Capulet’s P.O.V. The other half will do the same for Friar Lawrence.

• A representative from the group will present findings.

1. 3. (A)

3.3 (A)

3.1 (E,F,G)

3.2 (A)

3.3 (A,B)

3.3 (D)

3. Persuade a fictional audience (Lord Capulet) to see things from Juliet’s point of view.

• DO NOW: Have you ever challenged the authority of a parent? What was the result of this “clash?”

• Distribute handout (see handouts).Have students complete the dialogue between Capulet and his daughter.

3.2 (A)

3.2 (A)

4. Consider reasons for the play’s ending.

DO NOW: So here we are…Balthasar has wrongly informed Romeo of Juliet’s death, and the Friar is beginning to realize just how much “hot water” he may be in… WHAT A MESS! Who is ultimately to blame for the tragic deaths of our two young lovers? Possible responses:

~ Balthazar – messed everything up by bringing false news.

~ Friar John – failed to get correct letter to Romeo.

~ The Friar (Lawrence) – got them “married” and into the situation in the first place.

~ Romeo – acted in a desperate manner without stopping to think.

~ Juliet – shouldn’t have agreed to such a ridiculous plan in the first place.

~ Lord Capulet – refused to listen to his daughter.

~ Parents in General – continued a ridiculous feud.

~ The Prince – issued quick and hasty decrees.

~ Nobody – it was fate (star-crossed lovers).

• RESPOND IN WRITING: After today’s class discussion, do you think the deaths of Romeo and Juliet were caused by a particular person or not? Give reasons from the play to support your answer.

3.3 (A,B,C)

3.2 (A,B,C,D)

Praiseworthy Promptbooks

1. Use a “director’s vision” in interpreting an assigned scene in the play.

2. Understand and apply stage directions.

• DO NOW: In class, we have seen scenes from Romeo and Juliet as they have been interpreted by Baz Lurhmann and Franco Zefferelli. Did you ever “disagree” with their “vision” for the play? Explain.

• Distribute “Promptbook” packet to each student (see handouts). Packets are self-explanatory, but should be reviewed with students.

3.2 (A)

3.3 (A)

3.3 (A,B,C,D)

Scrapbook

FINAL ASSESSMENT

1. Demonstrate knowledge of the text as a whole through a creative assessment using a variety of techniques and activities.

• See “Romeo and Juliet Scrapbook - FINAL ASSESSMENT” (see handouts) for a full description and explanation of this activity.

3.1 (D,E,G,H)

3.2 (A,B,C,D)

3.5 (A,B,C)

focus area

TIME

MAJOR OUTCOMES

MAJOR OUTCOMES

CPI’S

Siddhartha

Introduction

4-5 Weeks

1. Apply an unusual song/poem by Ginsberg to make meditation more accessible.

• Push desks off to the side. Students will be asked to seat themselves on the floor (optional).

• Discuss meditation and how it relates to Buddhism and the novel Siddhartha.

• Play and ask students to follow along with “Do the Meditation Rock” by Allen Ginsberg (see handouts).

3.1 (D,G)

3.3 (A,B)

3.4 (A,B)

3.5 (A)

Reflective Journal

1. Reflect of themes throughout novel by responding to a series of assigned themes/concepts.

2. Respond in writing informally throughout the course of the novel.

• Students should keep journals on relevant topics over the course of reading the novel. Suggested topics include:

~ Chapter 1 – What is causing Siddhartha’s unhappiness? What is meant by “Your soul is the whole world?”

~ Chapter 2 – Respond to the following quote: “Solitude is a thing we crave” – Rick Bass

~ Chapter 3 – By the end of the chapter, what has Buddha “given” to Siddhartha? Why is this significant?

~ Chapter 4 – Explain the chapter title and it’s significance (Awakening).

~ Chapter 5 – Why does Siddhartha know less about himself than anything else in the world?

~ Chapter 6 – Explain the role of nature in Siddhartha’s journey.

~ Chapter 7 – Why do you think Hesse chose to describe the longest portion of Siddhartha’s life in only three chapters?

~ Chapter 8 – Respond to the following quote: “Nothing can bring you peace but yourself.” – Ralph Waldo Emerson

~ Chapter 9 – What wisdom do the ferrymen offer Siddhartha?

3.2 (A,B,C)

~ Chapter 10 – Respond to the following quote: “Our real journey in life is interior.” – Thomas Merton

~ Chapter 11 – The river is often symbolic of life and change. Discuss its role in this novel.

~ Chapter 12 – Explain what Siddhartha means when he states in the final chapter that “Wisdom is not communicable.”

NOTE: Each journal entry should be at least one page in length.

Visual Assignment

1. Create a collage to visually represent Siddhartha’s awakening.

• Students will each be asked to bring in two magazines for homework.

• Provide students with poster paper. Using (and sharing) their magazines, students will be asked to assemble a collection of images, symbols, and words representative of Siddhartha’s awakening. Students may also add illustrations, but they must have a minimum of fifteen items.

• Students will present their collages to the class.

3.3 (C,D)

3.4 (A)

Applying Poetry

1. Use poetry to explore the theme of “perfection and simplicity in life.”

2. Write poetry modeled after presented samples.

• Distribute the poems “What the Living Do” and “Where Everywhere is Music.”

• Have students use the “TP – CASTT” method to analyze the poem. Discuss. Discussion should focus on:

~ the sacredness of the “everyday.”

~ tendency to forget about “simple things.”

• Working alone, students should compose their own poems using one of the samples as a guide.

3.1 (D,E,G)

3.2 (A,B,D)

Writing Assignment

1. Connect Siddhartha’s lessons to a personal lesson learned in the form of an extended writing assignment.

• Present students with the following writing prompt: “Describe a lesson you had to learn by yourself. Discuss why it is important that you learned it for yourself and what the result would have been if someone tried to teach you. There will be class time allotted for you to write and edit your work. When completed, this writing assignment should be three pages typed.”

• Teachers should set time allowed to work on this assignment in class as it fits their scheduling and the ability of their students.

3.2 (A,B,C,D)

FOCUS AREA

TIME

MAJOR OUTCOMES

ASSESSMENTS

CPI’S

A
Christmas Carol

by Charles Dickens

5 – 6 Weeks

1. Relate given author knowledge to their story, analyzing formulated ideas through class discussion, prior to their reading.

• Give your interpretation of what it means to be considered a “scrooge”.

• Briefly discuss students’possible prior knowledge of the story.

• Students will record background information on the author that is pertinent to the story.

• Have students formulate possible settings of the story, based on the background of the author.

• Introduce the main character, relating the aforementioned. question about what students think it means to be considered a “scrooge”.

• Students will read to page 23. (homework)

3.3 (A,B,C,D)

3.4 (A,B)

3.3 (A,B,C,D)

3.4 (A,B)

3.2 (B,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G

2. Analyze the term interpretation, evaluating the story thus far, while comparing and contrasting said work to other stories or mediums, and identify and analyze elements of the story.

• Define and discuss the term interpretation.

• Compare and contrast the setting to our post reading estimations about the setting.

• Discuss the mood of the beginning of the story, created by the setting.

• Analyze the characters and their roles, discussing possible reasons they are characterized as such.

• Identify and discuss relevant conflicts thus far.

• Review and discuss the story up through our reading, citing numerous literary elements found within the story, discussing their relevancy.

3.2 (B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3. Relate a different medium of the story to the text, analyzing both similarities and differences between the two mediums, while identifying elements of the story through the other medium.

• Inform students that throughout our reading of this story, they will be viewing a different interpretation of the story via a visual medium, (the movie “Scrooged” with Bill Murray) revisiting yesterday’s discussion of the term interpretation and relating to today’s objective.

• Give students a brief introduction of the movie, instructing them to take notes, comparing and contrasting the two mediums.

• View movie up through assigned reading section.

• Discuss how the following elements were similar and different: setting

mood

characters

conflicts

• Discuss the overall differences and similarities thus far, examining and analyzing possible reasons why two different mediums with various different elements can have distinct similarities.

• Have students read to page 41(homework).

3.4 (A,B)

3.2 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.4 (A,B)

3.5 (A,B,C)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

4. Relate and support story as well as the movie knowledge to their questions.

• Distribute questions (see handout) and have students complete for homework.

3.1 (E,F,G,H)

3.2 (A,B,C,D)

5. Express and support responses to the text through oral discussion, while evaluating and analyzing information presented in the movie thus for, via comparing and contrasting.

• Discuss the book through the ghost of Christmas past, placing emphasis on student-centered discussion, question, and answer.

• View the movie up through the ghost of Christmas past.

• Have students read to page 64 (homework).

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

6. Review and understand possible correct answers to their homework questions, hypothesizing possible scenarios of future events, and analyze and evaluate the next main character introduced.

• Discuss possible correct answers to their homework question, hypothesizing possible scenarios of future events.

• View the movie up through the ghost of Christmas present.

• Compare and contrast the book and the movie thus far.

• Analyze and evaluate the importance of the ghost of Christmas present.

• Have students read to page 80 (homework).

3.3 (A,B,C,D)

3.4 (A,B)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.1(D,E,F,G,H)

7. Express and support responses to the text while evaluating and analyzing.

8. Information presented in the movie, comparing and contrasting the two, as well as formulate ideas for their next writing assignment.

• Describe whether you think the main character in the book is older or younger than the main character in the movie, citing reasons why you believe so.

• View the movie up through the ghost of Christmas future.

• Discuss the recently viewed section of the movie, comparing and contrasting this medium as well as the book.

• Distribute writing assignment outline, reading directions aloud, addressing any questions students may have. (See handout.)

• Assign the reading of the end of the story.

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.2 (A,B,C,D)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (C)

3.1(D,E,F,G,H)

9. Express and support responses to the text, evaluating and analyzing information presented in the movie, comparing and contrasting the two mediums.

• Give your interpretation of the of what you believe the ghost of Christmas future will look like in the movie, now that their reading of the book has been completed and discuss.

• View the movie through to its conclusion.

• Discuss the ending of the movie, comparing and contrasting it to the book.

• Reflect on major similarities and differences in the book and the movie, analyzing and evaluating their importance within their respective mediums.

• Discuss students’ overall opinions about both mediums.

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

3.1(D,E,F,G,H)

3.3 (A,B,C,D)

3.4 (A,B)

3.5 (A,B,C)

9. Assess student comprehension of the story.

• Test

3.1 (E,F,G,H)

3.2 (A,B,C,D)