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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. WEST SIDE STORYDAY 9 • Students need their music folder, comparison chart, WWS character chart ,and a pencil on their desk. • Activating Strategy: Think-Write-Discuss: What do you know about the musical West Side Story (characters, scene, plot)? • Instructional Activity: Students will watch West Side Story 0-30. • Essential Question: How would you describe the setting of the West Side Story Musical? • Today students will: • watch West Side Story and complete the WSS character chart. • discuss the character’s, plot, and facts pertaining to the story. • complete the WWS setting portion of the Comparison Chart. • answer and discuss the essential question.

  6. Day 9 Activating Strategy: Think-Write-Share • Answer the question in your learning log. • What do you know about the musical West Side Story (characters, scene, plot)?

  7. West Side Story Character Chart

  8. DAY 9: Essential Question • How would you describe the setting of the West Side Story Musical?

  9. Day 9 Summarizing Activity • Comparison Chart: Students will complete the West Side Story setting portion of the Romeo and Juliet vs. West Side Story Comparison Chart. • Character Chart: Students will complete the West Side Story character chart.

  10. WEST SIDE STORYDAY 10 • Students need their music folder, comparison chart, WWS character chart ,and a pencil on their desk. • Activating Strategy: Think-Write-Discuss: How would you describe the setting of the West Side Story Musical? How would you describe the two gangs and who are their leaders? • Instructional Activity: Students will watch West Side Story 30-102. • Essential Questions:Who are the characters in West Side Story and which gangs are they associated with? Who is the first meeting between and where is the meeting taking place? • Today students will: • watch West Side Story and complete the character chart. • discuss the character’s, plot, and facts pertaining to the story • complete the WWS first meeting portion of the comparison chart. • answer and discuss the essential questions.

  11. Day 10 Activating Strategy:Think-Write-Share • Answer the question in your learning log. • How would you describe the setting of the West Side Story Musical? • How would you describe the two gangs and who are their leaders?

  12. DAY 10: Essential Question • Who is the first meeting between and where is the meeting taking place?

  13. Day 10 Summarizing Activity • Comparison Chart: Students will complete the WWS first meeting portion of the comparison chart. • Character Chart: Students will complete the West Side Story character chart.

  14. WEST SIDE STORYDAY 11 • Students need their music folder, comparison chart, WWS character chart ,and a pencil on their desk. • Activating Strategy: Entrance Ticket: How would you describe the first meeting between Tony and Maria? • Instructional Activity: Students will watch West Side Story. 1:03-1:36 before the rumble • Essential Question: How would you describe the marriage between Tony and Maria? • Today students will: • watch West Side Story and complete the character chart. • discuss the character’s, plot, and facts pertaining to the story • complete the WWS marriage portion of the comparison chart. • answer and discuss the essential questions.

  15. Day 11 Activating Strategy: Entrance Ticket • Answer the question in your learning log. • How would you describe the first meeting between Tony and Maria?

  16. DAY 11: Essential Question • How would you describe the marriage between Tony and Maria?

  17. Day 11 Summarizing Activity • Comparison Chart: Students will complete the WWS marriage portion of the comparison chart. Character Chart: Students will complete the West Side Story character chart.

  18. WEST SIDE STORYDAY 12 • Students need their music folder, comparison chart, WWS character chart ,and a pencil on their desk. • Activating Strategy: Entrance Ticket: Why are the Jets and Sharks planning to fight? • Instructional Activity: Students will watch West Side Story. 1:36-2:11 message • Essential Question:How would you describe the rumble scene? • Today students will: • watch West Side Story and complete the character chart. • discuss the character’s, plot, and facts pertaining to the story • complete the WWS conflict/rivalry portion of the comparison chart. • answer and discuss the essential questions.

  19. Day 12 Activating Strategy: Entrance Ticket • Answer the question in your learning log. • Why are the Jets and Sharks planning to fight?

  20. DAY 12: Essential Question • How would you describe the rumble scene?

  21. Day 12 Summarizing Activity • Peer Share: Students will discuss with their table partner the following question: Why would you describe the rumble scene? • Comparison Chart: Students will complete the WWS conflict/rivalry portion of the comparison chart.

  22. WEST SIDE STORYDAY 13 • Students need their music folder, comparison chart, WWS character chart ,and a pencil on their desk. • Activating Strategy: Entrance Ticket: How would you describe the rumble? • Instructional Activity: Students will watch West Side Story. • 2:05-end • Essential Question: How does the musical conclude? • Today students will: • watch West Side Story and complete the character chart. • discuss the character’s, plot, and facts pertaining to the story. • complete the WWS conflict/rivalry portion of the comparison chart. • answer and discuss the essential questions.

  23. Day 13 Activating Strategy: Entrance Ticket • How would you describe the rumble?

  24. DAY 13: Essential Question • How does the musical conclude?

  25. Day 13 Summarizing Activity • Turn and Talk: Students will discuss with their table partner the following question: How does the musical conclude? • Comparison Chart: Students will complete the remaining sections of the Romeo and Juliet vs. West Side Story Comparison Chart.

  26. WEST SIDE STORYDAY 14 • Students need their music folder, RnJ Notes comparison chart, WWS character chart ,and a pencil on their desk. • Activating Strategy: Think Write Share: How is West Side Story and Romeo and Juliet similar to each other? • Summarizing Activity: Complete RAFT Assignment • Today students will: • Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. • answer EQ: How is West Side Story and Romeo and Juliet similar to each other?

  27. Day 14 Activating Activity: Entrance Ticket/Essential Question • How is West Side Story and Romeo and Juliet similar to each other?

  28. Day 14 Instructional Strategy

  29. Day 14 Summarizing Activity • Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. • Students will choose • ROLE: R • AUDIENCE: A • FORMAT: F • T:You have just learned about the life-altering events in Romeo and Juliet/West Side Story. You must now choose three ideas /themes to compare and contrast

  30. WEST SIDE STORYDAY 15 • Students need to: • Sit in assigned seats • Have your folder, paper, pencil, R and Juliet Notes, Character Chart, Comparison Chart on your desk • Wait quietly for instructions • Activating Activity: Exit Ticket How has this assignment prepared you for reading Romeo and Juliet (the play) in high school? • Summarizing Activity: Complete RAFT Assignment • Today students will: • Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. • answer EQ: What are the similarities between Romeo and Juliet and West Side Story?

  31. Day 15 Activating Activity: Entrance Ticket/Essential Question • How has this assignment prepared you for reading Romeo and Juliet (the play) in high school?

  32. Day 15 Instructional Strategy

  33. Day 15Summarizing Activity • Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. • Students will choose • ROLE: R • AUDIENCE: A • FORMAT: F • T:You have just learned about the life-altering events in Romeo and Juliet/West Side Story. You must now choose three ideas /themes to compare and contrast

  34. WEST SIDE STORYDAY 16 • Students need to: • Sit in assigned seats • Have your folder, paper, pencil, R and Juliet Notes, Character Chart, Comparison Chart on your desk • Wait quietly for instructions • Activating Activity: Think-Write-Share How can peer proofreading help you with your writing assignment? • Instructional Strategy: Peer-Proofreading • Summarizing Activity: Complete RAFT Assignment • Today students will: • Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. • answer EQ: What are the similarities between Romeo and Juliet and West Side Story?

  35. Day 16 Activating Activity: Think-Write-Share • How can peer proofreading help you with your writing assignment?

  36. Day 16 Instructional Strategy • Peer-Proofreading: Students will provide a classmate with three positive comments and three suggestions regarding classmates' RAFT assignment

  37. Day 16Summarizing Activity • Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story.

  38. WEST SIDE STORYDAY 17 • Students need to: • Sit in assigned seats • Have your folder, paper, pencil, R and Juliet Notes, Character Chart, Comparison Chart on your desk • Wait quietly for instructions • Activating Activity: Turn and Talk: How can an illustration tell a story? • Instructional Strategy: Finish RAFT Assignment Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. • Summarizing Activity: Students will draw a picture illustrating the tragedy in Romeo and/or Juliet and/or West Side Story. • Today students will: • Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. • answer EQ: What are the similarities between Romeo and Juliet and West Side Story?

  39. Day 17 Activating Activity: Turn and Talk • How can an illustration tell a story?

  40. Day 17 Instructional Strategy • Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story.

  41. Day 16 Summarizing Activity • RAFT ASSIGNMENT TURN IN ORDER: Rubric Comparison Chart Final Draft Character Chart Rough Draft • Students will create a picture illustrating the tragedies in Romeo and Juliet and/or West Side Story. • Guidelines: • Choose a category from your comparison chart for your illustration • Must be in color and fully represent category you choose from your comparison chart

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