Unit Standards, Goals & Objectives
Content Standards |
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- Analyze a central idea of a text and its development over the course of a text.
- Determine a theme or central idea of a text and analyze how theme develops over the course of a text.
- 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.
- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasize or absent in each.
- Determine reoccurring themes and central ideas.
- Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- Determine theme and central idea of a text and analyze in detail its development over the course of the text.
- Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- Determine a theme or central idea of a text and analyze how theme develops over the course of a text.
- 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.
- Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasize or absent in each.
- Determine reoccurring themes and central ideas.
- Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
- Determine theme and central idea of a text and analyze in detail its development over the course of the text.
- Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Literacy Standards |
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- Analyze how an author’s ideas are developed and refined by particular sentences.
- Cite strong and thorough textual evidence to support analysis of what the text says.
- Write explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- Use appropriate and varied words and phrases.
- Cite strong and thorough textual evidence to support analysis of what the text says.
- Write explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- Use appropriate and varied words and phrases.
21st Century Skill Standards |
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- Incorporate critical thinking and reasoning skills
- Self-direction using metacognition skills
- Collaborate with each other in multiple settings: peer groups and small group settings. Compare and contrast various versions of the same text.
- Apply logical reasoning and analytical skills.
- Invention to synthesize information.
- Critically analyze a part of text and assess how it relates to the piece as a whole.
- Think critically and use logical reasoning.
- Evaluate for a purpose, infer to predict and draw conclusions.
- Assess how point of view shapes the content and style of a text.
- Examine a point of view and compare and contrast two different perspectives.
- Self-direction using metacognition skills
- Collaborate with each other in multiple settings: peer groups and small group settings. Compare and contrast various versions of the same text.
- Apply logical reasoning and analytical skills.
- Invention to synthesize information.
- Critically analyze a part of text and assess how it relates to the piece as a whole.
- Think critically and use logical reasoning.
- Evaluate for a purpose, infer to predict and draw conclusions.
- Assess how point of view shapes the content and style of a text.
- Examine a point of view and compare and contrast two different perspectives.
Content Objectives |
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- SWBAT analyze a central idea of a text and its development over the course of a text by evaluating Shakespearean text in a version of Romeo and Juliet’s Prologue.*
- SWBAT determine a theme or central idea of a text and analyze how theme develops over the course of a text by assessing “In America; Romeo and Juliet In Bosnia.”
- SWBAT determine theme and central idea and analyze its development by translating and deconstructing Act 1 of Romeo and Juliet.
- SWBAT analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasize or absent by analyzing and taking notes on the movie and comparing to the text.
- SWBAT determine reoccurring themes and central ideas by analyzing and rewriting the balcony scene.*
- SWBAT determine reoccurring themes and central ideas by deconstructing and analyzing the Friar’s Speech.
- SWBAT analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot/develop the theme by creating a visual representation to depict Act 3, scene i or Romeo and Juliet.*
- SWBAT determine theme and central idea of a text and analyze in detail its development over the course of the text by outlining and evaluating the remainder of Romeo and Juliet the movie.*
- SWBAT analyze how complex characters develop over the course of a text, how they interact with other characters, and how they further develop the theme by creating a Facebook page about a character from Romeo and Juliet.*
- SWBAT determine theme and central idea of a text by analyzing social offenses in Romeo and Juliet and constructing an essay that explores how those offenses reflect modern issues.*
- SWBAT determine a theme or central idea of a text and analyze how theme develops over the course of a text by assessing “In America; Romeo and Juliet In Bosnia.”
- SWBAT determine theme and central idea and analyze its development by translating and deconstructing Act 1 of Romeo and Juliet.
- SWBAT analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasize or absent by analyzing and taking notes on the movie and comparing to the text.
- SWBAT determine reoccurring themes and central ideas by analyzing and rewriting the balcony scene.*
- SWBAT determine reoccurring themes and central ideas by deconstructing and analyzing the Friar’s Speech.
- SWBAT analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot/develop the theme by creating a visual representation to depict Act 3, scene i or Romeo and Juliet.*
- SWBAT determine theme and central idea of a text and analyze in detail its development over the course of the text by outlining and evaluating the remainder of Romeo and Juliet the movie.*
- SWBAT analyze how complex characters develop over the course of a text, how they interact with other characters, and how they further develop the theme by creating a Facebook page about a character from Romeo and Juliet.*
- SWBAT determine theme and central idea of a text by analyzing social offenses in Romeo and Juliet and constructing an essay that explores how those offenses reflect modern issues.*
Literacy Objectives |
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- SWBAT analyze how an author’s ideas are developed and refined by analyzing particular sentences within Romeo and Juliet’s prologue.
- SWBAT cite strong and thorough textual evidence to support analysis of what the text says by analyzing and taking notes on the movie and comparing it to the text.
- SWBAT write an explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately by constructing a strong topic sentence and a cohesive paragraph that examines the Friar’s Speech in Romeo and Juliet.
- SWBAT use appropriate and varied words and phrases by identifying and using action verbs opposed to linking verbs in their comic strip summaries.
- SWBAT cite strong and thorough textual evidence to support analysis of what the text says by analyzing and taking notes on the movie and comparing it to the text.
- SWBAT write an explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately by constructing a strong topic sentence and a cohesive paragraph that examines the Friar’s Speech in Romeo and Juliet.
- SWBAT use appropriate and varied words and phrases by identifying and using action verbs opposed to linking verbs in their comic strip summaries.
21st Century Skill Objectives |
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- Students will translate and paraphrase Shakespearean sentences and words FTPO incorporating critical thinking and reasoning skills to better understand Romeo and Juliet.
- Students will read, analyze and write a cohesive paragraph answering the prompt based on, “In America; Romeo and Juliet In Bosnia” FTPO self-direction using metacognition skills.
- Students will deconstruct Act 1 of Romeo and Juliet in small groups using individual roles, and compare and contrast various versions of the same text FTPO collaborating with each other in peer and small group settings.
- Students will apply logical reasoning and analytical skills FTPO comparing and contrasting the movie version of Act 1 to the text version of Act 1 of Romeo and Juliet.
- Students will rewrite the balcony scene using different characters and/or different scenarios FTPO invention to synthesize information.
- Students will annotate and analyze the Friar’s Speech in Romeo and Juliet FTPO critically analyzing a part of a text and assess how it relates to the whole text.
- Students create a comic strip of Act 3, scene i from Romeo and Juliet FTPO thinking critically and using logical reasoning.
- Students will outline and recount the remaining key parts of Romeo and Juliet FTPO evaluating for a purpose, and inferring to predict and draw conclusions.
- Students will create a Facebook page about a single character in Romeo and Juliet FTPO assessing how point of view shapes the content and style of a text.
- Students will analyze social offenses while writing an essay FTPO comparing and contrasting social offenses from Romeo and Juliet and how they pertain to modern issues.
- Students will read, analyze and write a cohesive paragraph answering the prompt based on, “In America; Romeo and Juliet In Bosnia” FTPO self-direction using metacognition skills.
- Students will deconstruct Act 1 of Romeo and Juliet in small groups using individual roles, and compare and contrast various versions of the same text FTPO collaborating with each other in peer and small group settings.
- Students will apply logical reasoning and analytical skills FTPO comparing and contrasting the movie version of Act 1 to the text version of Act 1 of Romeo and Juliet.
- Students will rewrite the balcony scene using different characters and/or different scenarios FTPO invention to synthesize information.
- Students will annotate and analyze the Friar’s Speech in Romeo and Juliet FTPO critically analyzing a part of a text and assess how it relates to the whole text.
- Students create a comic strip of Act 3, scene i from Romeo and Juliet FTPO thinking critically and using logical reasoning.
- Students will outline and recount the remaining key parts of Romeo and Juliet FTPO evaluating for a purpose, and inferring to predict and draw conclusions.
- Students will create a Facebook page about a single character in Romeo and Juliet FTPO assessing how point of view shapes the content and style of a text.
- Students will analyze social offenses while writing an essay FTPO comparing and contrasting social offenses from Romeo and Juliet and how they pertain to modern issues.
Higher Order Thinking Objectives |
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Refer to the content objectives stated above with an asterisks* at the end.
Objectives that Allow Student Demonstration of Proficiency |
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Refer to the objectives stated above.