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NWCTA/ Curriculum Engine: Daily Lesson Plans Teacher: Bonnetts/Symmonds Subject: English 9 Honors UNIT: Romeo and Juliet

Common Core Curriculum Standards:

Periods: 2, 5, 7, 8

Lesson Dates: 3/24-2/28

RL.9-10.7 - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Essential Question: How can one find him/herself through literature? Intro/Review Activity: Students discuss maturity and how it applies to them. Journal: Define maturity and how it applies to you (if it does). Journal: What types of things are on your mind before you go to sleep? Do you have any routines? Journal: After learning about the teenage brain, can we justify Romeo and Juliets decision making more than before? Learning Activities: A) Discuss the role of making decisions with the students. How has decision making changed since they were in grade school? How do they make decisions? Then, have the students read the Time article about the teen brain. Discuss the article in small groups. Ask the following questions throughout to enhance comprehension: Time Article What makes Teens tick? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. What tool is Dr. Giedd using to study the brains of teenagers? Why did Dr. Giedd have to switch his focus from ADHD to general brain research? What parts of the brain undergo extensive structural changes even after puberty? Why has Giedd shifted his studies to twins? What has made it possible to study healthy individuals brains? At what age is the brain 90-95% the adult size? What do scientist suspect causes autism? What is the tradeoff of the brain gaining more myelin with age? What structure in the brain is involved with memory? What does the cerebellum do? What are the functions of the prefrontal cortex? Why do researchers suggest that puberty and brain development arent related? What evidence shows that the above statement is incorrect? How do adults and teens differ in identifying facial emotions? What teen behavior is associated with dopamine? Why is it harder for teens to go to bed early? As of now, what is the best estimate for when the brain matures? How should this new research be applied in society?

View Inside the Teenage Brain. Create a chart of the possible implications of this research. Students will individually take notes in a two column fashion stating the Information and Implications . On the last day, students will compare the information presented in the article and video using a Venn Diagram. Students will engage in a small group discussion about not only what they have learned about teenage brain development, but how this information may explain the behavior of Romeo and Juliet. B) Students will begin drafting a narrative of a single event, arguing whether fate impacted the outcome. *Timed Essay for student portfolios. Continue reading Romeo and Juliet at home Materials: Time article http://connection.ebscohost.com/c/articles/23510771/what-makes-teens-tick, Videos at http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/ Students will need three sheets of paper over the course of this week: 1. Video two column notes 2. Article two column notes 3. Venn Diagram comparing the two

Evaluation: Students writings Knowledge x Comprehension x Application x Synthesis x Evaluation x

Homework: Students are to continue reading Romeo and Juliet Act III scenes iii and iv on their own; summarizing, translating and pulling out quotes they do not understand.