Discipline: ELA

Grade Level: 9

©Literacy Design Collaborative. September 2011

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Romeo and Juliet: Decisions
What
Task?
  • Background to Share With Students
    • Students will evaluate decisions made by characters in Romeo and Juliet using a business decision-making model and brain research articles.

  • Writing Standards for Informational
    • "Built-In" Writing Standards
      • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
  • Task/Text
    • Teaching Task

      Task Template 2 — [3 Levels]  Argumentation & Analysis

      L1: What is the process for making a good decision? After reading Romeo and Juliet, examine the choices the characters Romeo and Juliet made and write an advice article for a teen publication that addresses the question. Support your position with evidence from the text.

      L2: Be sure to acknowledge competing views.

      L3: Give examples from past or current events or issues to illustrate and clarify your position.

  • Reading Standards for Informational
    • "Built-In" Reading Standards
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • Assess how point of view or purpose shapes the content and style of a text.
      • Read and comprehend complex literary and informational texts independently and proficiently.
  • Content Standards
    • Standards Source: Number: Content Standards:

      Common Core Anchor Standards — Reading

      R.CCR.1

      Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

      R.CCR.2

      Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

      R.CCR.4

      Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

      R.CCR.10

      Read and comprehend complex literary and informational texts independently and proficiently.

      Common Core Anchor Standards — Writing

      W.CCR.1

      Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

      W.CCR.4

      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

      W.CCR.5

      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

      W.CCR.9

      Draw evidence from literary or informational texts to support analysis, reflection, and research.

      W.CCR.10

      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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