The unit was planned for February, in which we had one three-day week, one four-day week, and two five-day weeks. The calendar displayed reflects the first two weeks of the Unit, in which we focused on Romeo and Juliet, cultural anthropology, and planning and executing our first two field visits at the senior center. Materials for each lesson may be found under the Resources tab.
Standards Addressed:
CCSS.9-10.RL.3 - character development
CCSS.9-10.RL.7 - compare and contrast portrayals of the same subject
CCSS.9-10.RI.6 - evaluate the point of view of the author
CCSS.9-10.W.3 - narrative writing
CCSS.9-10.W.5 - develop and strengthen writing through revision
CCSS.9-10.WHST.8 - gather information from multiple sources (primary and secondary)
Standards Addressed:
CCSS.9-10.RL.3 - character development
CCSS.9-10.RL.7 - compare and contrast portrayals of the same subject
CCSS.9-10.RI.6 - evaluate the point of view of the author
CCSS.9-10.W.3 - narrative writing
CCSS.9-10.W.5 - develop and strengthen writing through revision
CCSS.9-10.WHST.8 - gather information from multiple sources (primary and secondary)
Day 1:
Project Launch Introduction to Cultural Anthropology Romeo and Juliet p 1-60 After participating in direct instruction and reading, students will generate a working definition of ‘culture’. CCSS.SL.9-10.1 Initiate and participate in a range of collaborative discussions ELD.PI.9-10.1 - Exchanging information and ideas |
Day 2:
Interviewing Skills Planning for Senior Living Visit Planning for Adult Couple Interview Romeo and Juliet p 61-120 Students will work together to prepare 30 questions and a timeline for their one-hour interviews. CCSS.WHST.9-10.10 write routinely for a range of discipline-specific tasks, purposes, and audiences. ELD.PI.9-10.4 - adapting language based on audience |
Day 3:
Romeo and Juliet p 121-181 Arranged Marriage Customs Work Time: Plans for Senior Living Visit After participating in a lecture, discussion, and reading about the custom of arranged marriage, students will write a short, creative response in the format of a letter to themselves. CCSS.W.9-10.3d narrative writing including descriptive language ELD.PI.9-10.10 - Writing literary texts to present, describe, explain ideas |
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Day 4:
Romantic Love Customs Romeo and Juliet p 250-265 Work Time: Plans for Senior Living Visit After participating in a lecture, discussion, and reading about the customs of romantic love, students will compose a short response synthesizing knowledge of romantic love customs and the anchor text, Romeo and Juliet. CCSS.W.9-10.3d narrative writing including descriptive language ELD.PI.9-10.10 - Writing informational texts to present, describe, explain ideas |
Day 5:
Romeo and Juliet 266-287 Finalize plans for Senior Living Visit Students will work together to finalize 30 questions and a timeline for their one-hour interviews. CCSS.W.9-10.3d narrative writing including descriptive language ELD.PI.9-10.10 - Writing informational texts to present, describe, explain ideas |
Day 6:
Field Trip: Senior Living Center Debrief and Design Prepare for "Client Meeting" Students will engage in meaningful conversation with residents, taking notes on how the individual has experienced love in his or her lifetime. CCSS.SL.9-10.1 Initiate and participate in a range of collaborative discussions ELD.PI.9-10.1 - Exchanging information and ideas |
Day 7:
Field Trip: Senior Living Center Debrief Prepare for Adult Couple interview + 3rd Grade interview Students will return to present a product proposal to their "client", explaining the designs and showing the resident a cardboard prototype. CCSS.SL.9-10.1 Initiate and participate in a range of collaborative discussions ELD.PI.9-10.1 - Exchanging information and ideas |