Discipline: ELA

Grade Level: 9

©Literacy Design Collaborative. September 2011

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Romeo and Juliet: Decisions
  • Skills Cluster 1: Preparing for the Task
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      Duration: 15 Minutes


      Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns


      In a quick-write, write your first reaction to the task prompt. Add some notes of things you know about this issue.


      Use examples from past literature to identify a good decision and how it was made.

      Meets Expectations:

      Students identify a literary character's decision.

      • Link this task to earlier class content.
      • Discuss student responses.
      • Clarify timetable and support plans for the task.

      Duration: 15 Minutes


      Ability to understand and explain the task's prompt and rubric.


      What is a decision? How do you arrive at a decision?

      Meets Expectations:

      Student defines and identifies a process of making a decision.

      • Identify or invite students to identify key features of examples.
  • Skills Cluster 2: Reading Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2: Reading Process



      Ability to identify the central point and main supporting elements of a text.


      What is the author trying to accomplish? Which parts of the text show you that?

      L2 What competing arguments have you encountered or can you think of?

      Meets Expectations:

      Answers questions with credible response.

      • Invite students to brainstorm ways to figure out any author’s intent.
      • Invite students to share and discuss their answers for each text.
      • After the discussion, allow them to add to their entries.

      Duration: Ongoing


      Ability to apply strategies for developing an understanding of texts by locating words and phrases that identify key concepts and facts, or information.


      Students read, discuss, and take notes on understanding Shakespeare's language.

      Meets Expectations:

      Lists appropriate phrases.

      Provides accurate definitions and examples.

      • After reading, ask some students to share definitions and terms that others overlooked or misunderstood.
      • After reading, be willing to provide direct instruction or guide a close reading if needed to work through a key phrase most students missed.

      Duration: 30 Minutes


      Ability to use and credit sources appropriately.


      Define "plagiarism" and list ways to avoid it.

      Meets Expectations:

      Provides accurate definition.

      Lists several appropriate strategies.

      Examine examples of plagiarism.

      • Discuss respect for others’ work assembling evidence and creating texts.
      • Discuss academic penalties for stealing others' thoughts and words.

      Duration: 45 Minutes


      Ability to read purposefully and select relevant information; to summarize and/or paraphrase.


      At the end of each act or section of Romeo and Juliet, students analyze characters'  decisions using the SWOT model. Students use correct MLA citation to identify quotes to support characters' decisions.

      The SWOT business model was developed to assess the Strengths, Weaknesses, Opportunities, and Threats of a decision.

      Meets Expectations:

      Identifies relevant elements.

      Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly).

      • Teach a model format for note taking.
      • Collaborative student work.
      • Check that early student work is in the assigned format (or in another format that gathers the needed information effectively).
  • Skill Cluster 3: Transition to Writing
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skill Cluster 3: Transition to Writing

      Duration: Ongoing


      Ability to begin linking reading results to writing task.


      In a quick-write, write about what you know now that you’ve read about decision making in Romeo and Juliet.

      No scoring

      • Discussion-based strategies, such as seminar.
      • Small group discussion using question.
  • Skill Cluster 4: Writing Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skill Cluster 4: Writing Process



      Ability to establish a controlling idea and consolidate information relevant to task.


      Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.

      Meets Expectations:

      • Writes a concise summary statement or draft opening.
      • Provides direct answer to main prompt requirements.
      • Establishes a controlling idea.
      • Identifies key points that support development of argument or creates an implied plan.
      • Offer several examples of opening paragraphs.
      • Ask class to discuss what makes them strong or weak.
      • Review the list that students created earlier to identify needed elements (from
        Cluster 1, Skill 2).

      Duration: Ongoin


      Ability to develop a line of thought and text structure appropriate to an information/explanation task.


      Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

      Meets Expectations

      Creates an outline or organizer.

      Supports controlling idea. Uses evidence from texts read earlier.

      • Provide and teach one or more examples of outlines or organizers.
      • Invite students to generate questions in pairs about how the format works and then take and answer questions.


      Ability to construct an initial draft with an emerging line of thought and structure.


      Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

      Meets Expectations

      Provides complete draft with all parts.

      Supports the opening in the later sections with evidence and citations.

      • Encourage students to re-read prompt partway through writing, to check that they are on track.

      Duration: Ongoing


      Ability to proofread and format a piece to make it more effective.


      Proofread and edit the article.


      Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.

      Meets Expectations:

      Students revise papers to reflect standard English.

      Provides draft free from distracting surface errors.

      Uses format that supports purpose.

      • Students peer edit and use checklists.
      • Briefly review selected skills that many students need to improve.
      • Teach a short list of proofreading marks.
      • Assign students to proofread each other’s texts a second time.

      Duration: Ongoing


      Ability to submit final piece that meets expectations.


      Turn in your complete set of drafts, plus the final version of your piece.

      Meets Expectations

      Fits the “Meets Expectations” category in the rubric for the teaching task.

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