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Unit: Romeo and Juliet vs. West Side Story

Unit: Romeo and Juliet vs. West Side Story. Subject: Performing Arts Grade: Eighth Grade Instructional Goal: Students will compare Romeo and Juliet to West Side Story. Created by: Mrs. Danielle LeNoir. Music Standards: Standards and Grade Level Expectations.

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Unit: Romeo and Juliet vs. West Side Story

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  1. Unit:Romeo and Juliet vs. West Side Story • Subject: Performing Arts • Grade: Eighth Grade • Instructional Goal: Students will compare Romeo and Juliet to West Side Story. • Created by: Mrs. Danielle LeNoir

  2. Music Standards: Standards and Grade Level Expectations • Music Standard VII: Evaluating music and musical performances • GLE 7.4 Discuss and evaluate the relationship between music and human emotions • Music Standard VIII: Making connections between music, the other arts, and other curricular areas • GLE 8.3 Make connection with other disciplines as they relate to music • Music Standard XI: Understanding music in relation to diverse cultures, times, and places • GLE 9.6 Identify and explain the characteristics that cause a musical work to be considered culturally, historically and/or geographically significant.

  3. Theatre Standards, Dance Standards, and Grade Level Expectations • Theatre Standard VII: Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances • GLE 7.4 Explain how dramatic elements (plot, character, action, diction, music, spectacle, Aristrotle’s “Poetics”) combine to make a whole. • Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places • GLE 8.2: Analyze dramatic works in the context of the culture, times, and places • Dance Standard III: Understanding dance as a way to create and communicate • Meaning • GLE 3.1 Take an active role in a class discussion about interpretations of and reactions to a dance • GLE 3.2 Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance • GLE 3.7 Formulate and answer questions about how movement choices communicate abstract ideas in dance

  4. Reading and Writing Common Core State Standards • Reading Standards for Literature Grade 8 • Key Ideas and Details • 1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. • Reading Standards for Informational Text 8 • Key Ideas and Details • 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. • Writing Standards 8 • Text Types and Purposes • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. • a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.

  5. ROMEO AND JULIET DAY 1 • Students need to: • sit in assigned seats. • have their folder, paper, and pencil on their desk. • WARM UP: Turn and Talk: What do you know about the story Romeo and Juliet? • Essential Question: Who are the two quarrelling families and why are they at odds? • Today students will: • review the essential question. • read Romeo and Juliet-individually. • discuss the character’s, plot, and facts pertaining to the story. • take notes and answer questions about the story.

  6. DAY 1: Activating Strategy • Turn and Talk: What do you know about the story Romeo and Juliet?

  7. DAY 1: Essential Question • Who are the quarrelling families and why are they at odds?

  8. Please take out two pieces of paper and write the following headings.

  9. Day 1 Instructional Activity: Silent Read Page 1 • Students will silently read PAGE 1 • Students will: • write down any unfamiliar words on the Romeo and Juliet word list. • determine the setting for Romeo and Juliet. • determine who are the quarrelling families and why are they at odds.

  10. Italy

  11. ROMEO AND JULIET NOTES A • Took place 500 years ago in Verona-North Italy • ( 1500’s) • Families are Montague and Capulet • Romeo-17 year old Montague • Benvolio- is a Montague & loyal friend • Mercutio- non-member of either family-joker • Rosaline- is the woman Romeo is in love with (not a Montague or Capulet)

  12. DAY 1 Summarizing Strategy: Exit Ticket: Answer the question in your learning log. • Who are the quarreling families and why are they at odds?

  13. ROMEO AND JULIETDAY 2 • Students need their music folder, R&J notes, and a pencil on their desk. • Warm-up Question:Who are the quarreling families in Romeo and Juliet and why are they at odds? • Essential Question: Who is Juliet and what is her circumstance? • Today students will: • pair-read Romeo and Juliet (bottom of page 1 to bottom of page 3). • discuss the character’s, plot, and facts pertaining to the story. • take notes and answer questions about the story. • complete the R&J setting portion of the comparison chart.

  14. DAY 2 Activating Strategy: Learning LogAnswer the question in your learning log. • Who are the quarrelling families in Romeo and Juliet and why are they at odds?

  15. DAY 2 Comparison Chart: Students will complete the Romeo and Juliet setting portion of the R&J vs. WSS Comparison Chart.

  16. DAY 2 Essential Question • Who is Juliet and what is her circumstance?

  17. Day 2 Instructional Activity: pair-read page 1 last paragraph to the bottom page 3 Students will pair-read page 1 last paragraph to the bottom of page 3 with their assigned partner. Students will: • write down any unfamiliar words on the Romeo and Juliet word list. • describe each new character introduced. • indicate who Juliet is marrying in their notes. • answer why and what party is Romeo, Benvolio, and Mercutio planning to attend in their notes.

  18. ROMEO AND JULIET NOTES B Juliet- 14 year old beautiful Capulet Nurse - older Capulet woman who takes care of Juliet Paris - relative of the Prince who wants to marry Juliet Tybalt- Juliet’s cousin- strong and fearless- Capulet family

  19. DAY 2 Summarizing Strategy: The Important Thing/Idea • Complete this statement in your learning log. • The three important things/ideas from the lesson today are ____,_______,______, but the most important thing I learned today is_________.

  20. ROMEO AND JULIET DAY 3 • Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk. • Warm-up Question:Who is Juliet and what is her circumstance? • Essential Question: Why did Romeo risk in going to the party? What happened at the engagement party? • Today students will: • pair-read Romeo and Juliet (top of page 4 to the bottom of page 7). • discuss the character’s, plot, and facts pertaining to the story • take notes and answer questions about the story.

  21. DAY 3 Activating Strategy: Learning LogComplete this question in your learning log. • Who is Juliet and what is her circumstance?

  22. DAY 3 Essential Questions Why did Romeo risk going to the party? What happened at the engagement party?

  23. DAY 3 Instructional Activitypair-read top of page 4 to the bottom of page 7 • Students will pair-read page 4 paragraph 1 to the bottom of page 7 with their assigned partner. • Students will • write down any unfamiliar words on the Romeo and Juliet word list. • describe the engagement party (1st meeting) • Who was the party for? • Who attended the party? • Why did Romeo attend the party? • What happened at the party? • Who discovered Romeo’s true identity? • What happened after the party?

  24. ROMEO AND JULIET NOTES C • Engagement Party • Capulet costume party-for the engagement of Juliet to Paris • Mercutio dares Romeo and Benvolio to attend the party • Romeo dressed as a Palmer (traveler) to the Capulet party • Romeo gets into the party and dances with Juliet • Nurse is the first to find out Romeo’s true identity • Romeo meets Juliet at her house after the party and decide to get married the next morning

  25. DAY 3 Summarizing Strategy: Exit TicketAnswer the questions in your learning log. • Why did Romeo risk going to the party? • What happened at the engagement party?

  26. ROMEO AND JULIET DAY 4 • Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk. • Warm-up Activity: Students will complete the “First Meeting” portion of R&J vs. WWS Comparison Chart. • Essential Question: How will Romeo and Juliet’s marriage be problematic? • Today students will: • pair-read Romeo and Juliet (top of page 8 to the bottom of page 10). • discuss the character’s, plot, and facts pertaining to the story • take notes and answer questions about the story • complete the RnJfirst meeting portion of the comparison chart.

  27. DAY 4 Comparison Chart: Students will complete the Romeo and Juliet 1st meeting portion of the R&J vs. WSS Comparison Chart.

  28. DAY 4 Instructional Activity:pair-read the top of page 8 to the bottom of page 10 Students will pair-read page 8 paragraph 1 to the bottom of page 10 with your partner. Students will: • write down any unfamiliar words on the Romeo and Juliet word list. • describe the Plan/Marriage: • Who is getting married and by whom? • What is symbolic about the ring? • Where does Juliet put the ring and why? • describe what happened at the Tavern: • Why is Tybalt furious? • Who dies and how?

  29. ROMEO AND JULIET NOTES D Marriage of Romeo and Juliet: (Morning after Party) • Old Priest: Friends with Montague Family- Romeo requests Priest to marry Romeo and Juliet that day – Priest agrees • Nurse met Priest at 9:OO a.m. to discuss plan

  30. ROMEO AND JULIET NOTES E • Marriage of Romeo and Juliet: • (Morning after Party) • Romeo and Juliet get married at Chapel by the Priest • Romeo gives Juliet a silver ring (Romeo’s Mothers Ring-Montague) • Juliet put the ring in her pocket-then-around her neck • Juliet had to go home after the wedding

  31. ROMEO AND JULIET NOTES F • Street/Tavern • Tybalt- Juliet’s cousin- strong and fearless- Capulet family • Mercutio and Benvolio bragged how they got into the Capulet’s party and mentioned about Romeo dancing with Juliet • Tybalt over heard the conversation and went looking for Romeo

  32. DAY 4 Summarizing Strategy: Complete the Sentence in your learning log. Romeo and Juliet’s marriage will… because….

  33. ROMEO AND JULIETDAY 5 • Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk. • Warm-up Activity: Students willcomplete the “marriage” portion of the Romeo and Juliet on the Comparison Chart. • Activating Strategy: Act of the Fight Scene and complete the “Conflict/Rivalry” description for Romeo and Juliet on the Comparison Chart. • Essential Question: How would you describe the fight at the Tavern? How will the event that happened at the Tavern have an impact on Romeo and Juliet relationship? • Today students will: • silent-read Romeo and Juliet (top of page 11 to the bottom of page 13). • discuss the character’s, plot, and facts pertaining to the story • take notes and answer questions about the story. • complete the RnJmarriage and rivalry/conflict portions of the comparison chart.

  34. DAY 5 Activating Strategy: Comparison Chart Students will complete the Romeo and Juliet marriage portion of the R&J vs. WSS Comparison Chart.

  35. Day 5 Activating Strategy: Act out the fight Scene at the Tavern. • How would you describe the fight at the Tavern? • Romeo, Tybalt, Mercutio, and Benvolio are all characters present at the fight.

  36. ROMEO AND JULIET NOTES G • The Fight • Tybalt challenged unwilling Romeo • Mercutio steps in and attempts to stab Tybalt-Romeo tries to stop them • Tybalt stabbed and killed Mercutio • In rage Romeo stabbed and killed Tybalt

  37. ROMEO AND JULIET NOTES H • The Fight • Benvolio meets with the Prince • Prince listens to Benvolio’s explanation of the fight in the Tavern • Prince banishes Romeo from Verona-if he returns he would be beheaded

  38. DAY 5 Instructional Activity: Comparison Chart: Students will complete the Romeo and Juliet rivalry/conflict portion of the R&J vs. WSS Comparison Chart.

  39. DAY 5 Instructional Activity: silent-read the top of page 11 to the bottom of page 13 Students will read Page 11 paragraph 1 to the bottom of Page 13 with your partner. Students will: • write down any unfamiliar words on the Romeo and Juliet word list. • describe what happens after the fight. • Why does Benvolio meet with the prince? • What does the prince tell Benvolio? • How does Romeo tell Juliet what happened at the Tavern?

  40. Day 5 Summarizing Activity: Turn and Talk to your partner about the essential questions. • How would you describe the fight at the Tavern? • How will the event that happened at the Tavern have an impact on Romeo and Juliet’s relationship?

  41. ROMEO AND JULIET DAY 6 • Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk. • Activating Strategy: Turn and Talk: How do you predict the story will end? • Essential Question: : Why and who is sending the messages to Romeo? What do the messages reveal? • Today students will: • pair-read Romeo and Juliet (top of page 14 to the bottom of page 18). • discuss the character’s, plot, and facts pertaining to the story. • take notes and answer questions about the story.

  42. Day 6 Activating Strategy: Turn and Talk to your partner about the essential questions. • How do you predict the story will end?

  43. DAY 6 Instructional Activity: pair-read the top of page 14 to the bottom of page 18 Students will pair-read page 14 paragraph 1 to the bottom of Page 18 with your partner. Students will: • write down any unfamiliar words on the Romeo and Juliet word list. • describe the message. • describe the deaths. • describe the resolution. • describe why the deaths are tragic.

  44. ROMEO AND JULIET NOTES I • The Drug/The Message • MESSAGE #1:Priest sent a messenger with a note telling Romeo about Juliet taking a drug to make her sleep while she appeared dead • Priest’s messenger did not get the message to Romeo because there was a plague and he could not get into Mantua • The Drug: Priest gave Juliet a drug so her family would think she was dead • She took drug-did not tell nurse • Nurse found her dead

  45. ROMEO AND JULIET NOTES J • The Drug/The Message • MESSAGE #2: Nurse wrote note telling Romeo about Juliet’s death • Nurse met with Priest, Priest sent Nurse’s note to Romeo confident that Romeo DID receive first note (from Priest) • Romeo receives note from the Nurse, purchases a deadly poison and goes to see Juliet

  46. Day 6 Summarizing Strategy:Exit Ticket: Answer the questions in your learning log. • Why and who is sending the messages to Romeo? • What do the messages reveal?

  47. ROMEO AND JULIET DAY 7 • Students need their music folder, RnJ notes, comparison chart, and a pencil on their desk. • Activating Strategy: Turn and Talk: In what ways do the messages impact the conclusion of the story? • Essential Question: In what ways do the messages impact the conclusion of the story? Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play? • Today students will: • discuss the character’s, plot, and facts pertaining to the story. • take notes and answer questions about the story. • complete RnJmessage portion of the comparison chart. • finish taking Romeo and Juliet notes.

  48. Day 7 Activating Strategy: Entrance TicketAnswer the question in your learning log. • In what ways do the messages impact the conclusion of the story?

  49. DAY 7 Instructional Activity: Comparison Chart: Students will complete the Romeo and Juliet message portion of the R&J vs. WSS Comparison Chart.

  50. ROMEO AND JULIET NOTES k • The Deaths of Paris, Romeo, and Juliet • Juliet was in the tomb • Romeo comes to the tomb-is confronted in the court yard by Paris who he kills • Romeo puts the ring on Juliet’s finger then uses poison to kill himself • Juliet awakes and realizes Romeo’s dead and kills herself using Romeo’s dagger • Priest finds Romeo, Juliet, and Paris dead in the tomb • The deaths bring both families together after realizing Romeo and Juliet were married

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