ELA Module AttachmentsGrade 9, Quarter 2, 3-5 Weeks

What's in a Name?Module 1

ELA, Office of Curriculum Development © Page 1 of 20

Bell Work LogName: ___________________Period: __________________

Closure LogName: ___________________Period: __________________

Anticipation Guide Questions

1. I believe in love at first sight.2. I would not date someone if I didn't like their family.3. I would not date someone if my family didn't like him/her.4. Parents always make the best choices for their children.5. “Love conquers all.”6. It's possible to die of heartbreak.7. “It is better to have loved and lost than to never love at all.”8. Nothing is worse than being apart from the one you love.9. I would be willing to do anything, including die, for a friend or family member.10. “All's fair in love and war.”11. I would help a friend lie to their parents to help him/her be with their boyfriend/girlfriend.12. People who rush into love just get hurt in the end.13. Because Shakespeare was alive a long time ago, his plays have nothing to teach me today.14. I will hate someone just because my friends and/or family do..15. We can't control our fate.

Free-Write Questions Ideas

The topic suggested is “conflict in relationships.”1. What relationships in your life have conflict?2. Describe the different conflicts.3. How did these conflicts start?4. What is the potential harm that can come from the conflict(s)?5. How might the conflict(s) be resolved?

Sonnet 130

My mistress' eyes are nothing like the sun;Coral is far more red than her lips' red;

If snow be white, why then her breasts are dun;If hairs be wires, black wires grow on her head.

I have seen roses damask'd, red and white,But no such roses see I in her cheeks;

And in some perfumes is there more delightThan in the breath that from my mistress reeks.

I love to hear her speak, yet well I knowThat music hath a far more pleasing sound;

I grant I never saw a goddess go;My mistress, when she walks, treads on the ground:

And yet, by heaven, I think my love as rareAs any she belied with false compare.

Sonnet Writing Worksheet

Shakespearean Sonnet Qualifications:• 14 lines long• 3 quatrains (4 line stanzas) and 1 couplet (2 lines that rhyme)• Rhyme scheme of: ABABCDCDEFEFGG• Iambic pentameter: Each line is ten syllables and divided into five pairs called iambs ('pent' means 'five.' Think 'pentagon.') The line alternates from one unstressed syllable to one stressed syllable. Think 'goodBYE' not 'GOODbye,' or a heartbeat with 'baBOOM/ baBOOM/ baBOOM/ baBOOM/ baBOOM.'

Shakespearean Example of Rhyme Scheme & Iambic Pentameter:

My mistress' eyes are nothing like the sun; ACoral is far more red than her lips' red; BIf snow be white, why then her breasts are dun; AIf hairs be wires, black wires grow on her head. B

1. Annotate Sonnet 130 by labeling the rhyme scheme of each line (ABABCDCDEFEFGG) and underlining the stressed syllables of each line. Refer to the example above that has the first stanza already completed for you.

Write Your Own Sonnet2. Using your free-write on conflict in relationships, select one relationship that has conflict. Your sonnet should describe the conflict, describe how the conflict is harming you/others, and address how the conflict could be resolved.

Using the Qualifications Listed Above...3. Your first stanza should describe a conflict in your selected relationship. Address or identify Speaker, Audience, Occasion, and Subject.4. Your second stanza should describe how the conflict is harming you/others with at least one use of figurative language to convey TONE.5. Your third stanza should propose a solution to end the conflict. Make sure the Purpose of your sonnet is clear.

6. Your rhyming couplet should be a call to action, again making sure your Purpose is clear.7. Check to make sure that your sonnet: is 14 lines long, is organized into 3 quatrains and 1 rhyming couplet, follows the correct rhyme scheme, and is written in iambic pentameter. Module 2

Echo & Narcissus

One day, Zeus tore into the woods, looking for a place to hide. His wife, Hera, was after him again. Would he ever learn to stop flirting with the nymphs who lived deep in the woods? Apparently not. Spotting Echo, a nymph with a beautiful voice, he asked her to help him escape his wife. One did not turn down a request from Zeus, well, not and live to tell about it.

When Hera tore into the woods after Zeus, Echo distracted her with chatter and gossip. Echo repeated this day after day whenever Zeus had to run through the forest with Hera close on his heels. For some time, this worked well for Zeus.

When Hera finally figured out what was going on, she punished Echo by denying her much of her beautiful voice. Forever after, all Echo could do was repeat the last few sounds she heard.

A few weeks later, Echo spotted the most beautiful young man. His name was Narcissus. Echo did something she thought she would never do - she fell in love. The problem was that Hera had taken away most of her voice. All she could do was echo sounds made by others. She could howl like a wolf, but only if a wolf had just howled. She could sing like a breeze through reeds, but only if the reeds sang first. How could she tell Narcissus that she loved him?

One day, she spotted Narcissus looking into a stream. He seemed enchanted by what he saw.

"Come to me," Narcissus begged, looking into the water.

"Come to me," Echo echoed eagerly.

Narcissus swung about. "Who's there?" he angrily demanded to know.

"Who's there," Echo echoed loudly.

"Stop that!" Narcissus snapped.

"Stop that!" Echo echoed.

"Let's meet," Narcissus said in a much softer voice than he had used so far.

"Let's meet!" Echo echoed happily. She stepped out from behind a tree.

"Go away," Narcissus shouted at her.

"Go away," Echo echoed sadly.

Echo went sadly away.

Things did not go well for Narcissus after that. Narcissus returned to the stream again and again. He stared at the lovely young man he saw in

the water. He did not know it was only the reflection of himself.

Hidden from sight, Echo watched Narcissus as he lay by the stream. She repeated everything that Narcissus said. Narcissus ignored her. Day after day he lay by the stream, admiring his own reflection. He stopped eating. He stopped drinking. And finally, he died.

The god Pan spotted Echo one day and fell madly in love, but Echo would have nothing to do with him. This made Pan so angry that he used his powers to panic his shepherds. They went mad and tore Echo to pieces. Pieces of Echo were carried by the wind all over the world.

Gaia, the Earth mother, who had always liked Echo, could not change what Pan had done. She could not change what Hera had done. However, she could let the pieces of Echo keep what voice remained to them.

Thanks to Gaia, even today, you can sometimes hear a piece of Echo repeating the sounds around her - the howl of a dog, the toot of a train, or the last few words that people say.

Literary Devices & Figurative Language Vocabulary List1. Foreshadowing2. Dramatic irony3. Foil4. Pun5. Oxymoron6. Allusion7. Simile8. Metaphor9. Personification10. Symbolism11. Alliteration

Dialectical Journal

Quote Page Number Significance of Quote & Theme Developed and/or Literary Device/Figurative Language Used

Act I Think/Pair/Share Questions

1. What are plot, theme, setting, and characterization?2. What is a protagonist? Can there be more than one?3. What was foreshadowed at the end of the Prologue?4. What is a pun?5. What is an allusion?6. What is the pun on “move” here? “To move is to stir, and to be valiant is to stand/ Therefore, if thou art moved, thou run’st away.” (pg 736)7. Describe a scene from a movie where you knew what was going on, but the characters did not.8. The part of plot describing Act I, Scene 1 is __________.9. Who is Tybalt’s foil? Why are Lady Montague and Lady Capulet NOT foils? 10. Does Benvolio seem to be giving an accurate explanation of what happened in the fight in Act I, Scene 1? Why or why not?11. What does the Prince say is the punishment if the families fight again?12. What does Montague’s first monologue express?13. What does Montague compare Romeo to in his second monologue?14. How is Romeo like ‘the bud of a plant’?15. What is an oxymoron? Give one example from Romeo’s monologue (lines 177-182). Give a NEW example of oxymoron, not from the play.16. Which line from Romeo’s description of Rosaline is an allusion (page 743)? What does it mean?17. What is the pun on “infection”? “Take thou some new infection to thy eye/ And the rank poison of the old will die” (page 746)18. When Lady Capulet describes the book of Paris (page 751; lines 79-94), which of the following best explains what the book symbolizes?

19. “That dreamers often lie.” (page 754) What is the meaning of this pun?20. What is the theme of Mercutio’s monologue about Queen Mab? Give a line from the monologue as evidence to support this theme.21. What is your response to Romeo’s declaration of love for Juliet? What does he compare Juliet to as opposed to the other women at the party?22. Romeo crashed the Capulet’s party. What is Tybalt’s response? What is Lord Capulet’s response?23. Does Lord Capulet seem to have taken the Prince’s threat seriously? Why do you believe this?24. Romeo and Juliet have just kissed each other (twice). What is the dramatic irony in this moment?25. What literary device is used in Act I, Scene 5 when Juliet says, “My grave is like to be my wedding bed”?26. How have Juliet’s feelings about marriage changed?27. The part of plot best describing Act I, Scene 5 is _____________________.28. Summarize the conflict in the plot thus far.29. This is the end of Act 1. What makes these scenes a cohesive unit? (Why is the first break in the play here?)

Module 3

Literary Graffiti1. Write a line that uses figurative language.2. Explain the meaning of line and name the figurative language used.3. Draw a picture.4. Explain picture.

Exit Ticket Questions1. Give two other examples of a 'foil.' Explain what makes them foils.2. What is the difference between foreshadowing and dramatic irony?3. What conjunction might help you identify the right answer for an interpretation of a pun?4. What seems to be the purpose of a foil?5. As a result of Shakespeare’s use of dramatic irony and foreshadowing, we know what will happen to Romeo & Juliet in the end. Why would someone want to continue watching the play?

Act II Think/Pair/Share Questions

1. In the Prologue of Romeo and Juliet, the Chorus summarized what would happen in the play. We are about to begin Act II. Act II begins with the Chorus. What do you think they will say?2. Mercutio was trying to get Romeo to come out of hiding by talking about Romeo’s love for Rosaline. What is the dramatic irony here?3. Compare/Contrast Mercutio’s and Romeo’s views on love. As Mercutio and Romeo have opposing views on love, that might make them ___________.4. Why do you think Romeo hid from his friends?5. Write down a line from Romeo’s monologue from the balcony scene that shows the contrast of light and dark imagery.

6. When Romeo describes his longing to see Juliet in the balcony scene, what does the ‘moon’ most likely symbolize?7. Juliet is on the balcony of her room. Where is Romeo?8. Re-read lines 43-49. What does this mean?9. Are you surprised by Romeo’s immediate willingness to give up being a Montague? Why or why not?10. Who seems to be more concerned about the family rivalry? Explain your answer.11. Foreshadowing is seen in act two scene two, when Romeo says “My life were better ended by their hate than death prorogued, wanting of thy love.” Why is this foreshadowing?12. What could happen if Romeo and Juliet’s parents find out about their feelings for each other?13. What does Juliet mean when she says it is twenty years until tomorrow?14. Page 769 starting at line 85 (Use the right side of the page to help you understand what is going on). Write down at least four emotions that Juliet is feeling throughout her monologue.For each emotion, write down something she says that shows that emotion. Example: embarrassed– “Thou knowest the mask of night is on my face;/ Else would a maiden blush bepaint my cheek15. What is virtue? What is vice? How can virtue be a bad thing? How can vice be a good thing?16. What does this mean: “Young men’s love then lies not truly in their hearts, but in their eyes.” (Act II, Scene 3, lines 67-68, page 775)17. Based on what the Friar has said to Romeo, describe their relationship.18. Even though the Friar doesn’t think Romeo is truly in love, why is he willing to perform the marriage?19. Tybalt wrote a letter to Romeo. What do you think it said?20. How did we know Tybalt would challenge Romeo to a duel?21. From Mercutio’s point of view, why is Romeo already dead?22. Romeo says about Mercutio: “A gentleman… that loves to hear himself talk and will speak more in a minute than he will stand to in a month.” What does this mean?23. Why do you think the Nurse is willing to help Romeo marry Juliet?24. With the Capulets vs. the Montagues, who are the two “Neutrals” that are trying to help Romeo and Juliet be together?25. Juliet says, “But old folks, many feign as they were dead—unwieldy, slow, heavy, and pale as lead.”What does this mean? Do you think this is how most teenagers today view older people?26. Act 2, Scene 5 lines 1-17. Write down one hyperbole, one simile, and one allusion27. What literary device is used when it says, “These violent delights have violent ends.”(Act II, Scene 6, page 785)28. What is the Friar warning about passionate romantic love? What fear does he express for the future?29. The Friar says, “You shall not stay alone till holy church incorporate two in one.” What does this mean? What do you think he’s worried about happening?30. Literary elements include plot, characterization, setting, theme, and point of view. Literary devices include things like foreshadowing, dramatic irony, foils, etc. What is the difference between the two?

Module 5Act III Think/Pair/Share Questions

1. “These hot days, is the mad blood stirring.” What does this mean?2. How can or how has heat caused people to act violently?3. What is Mercutio saying about Benvolio?4. Why does Romeo love Tybalt?

5. What motivates Mercutio to fight Tybalt?6. “O sweet Juliet, thy beauty hath made me effeminate.” What does this mean?7. Why does Romeo fight Tybalt?8. What might Romeo be worried about now that he’s killed Tybalt? (List at least two things)9. Why do you think the Prince chose Benvolio to explain what happened?10. Do you feel as if Benvolio’s explanation of events is fully accurate? Why or why not? Write at least one quote that Benvolio says that is EITHER true OR false.11. Does Lady Capulet believe Benvolio’s telling of what happened? Why or why not?12. Do you feel as if the Prince’s punishment is fair? Explain your answer. Why do you think the Prince won’t show mercy to Romeo?13. How do you think Juliet will react to the news that Romeo killed Tybalt?14. Romeo has been exiled from Verona. If he returns, he will be executed. What do you think Romeo and Juliet will do? What do you think they should do?15. The Nurse has supported Romeo & Juliet’s relationship up until this point. Now that Romeo has killed Tybalt, do you think the Nurse’s feelings towards Romeo will change? Why or why not?16. Based on Juliet’s soliloquy, what is motivating Juliet?17. What is Juliet’s initial reaction to finding out that Romeo killed Tybalt?18. How have the Nurse’s feelings towards Romeo changed? Are the Nurse’s feelings justified?19. Romeo is not dead, but has been banished. Why do you think Juliet responds as if he were actually dead?20. The scene we are about to read involves the Capulets talking to Paris? What do you think will be discussed?21. What is Lord Capulet’s plan? What do you think is motivating Capulet in this plan? What’s the dramatic irony here?22. Why is the Friar angry at Romeo?23. As the Nurse knocks, what is the Friar doing? What is Romeo doing?24. The Friar tells Romeo he isn’t being much of a man. How might that affect Romeo?25. Do you think it’s possible that the Prince will forgive Romeo? Why or why not?26. Do you think Capulet is overreacting? Explain.27. What does Lord Capulet think are Juliet’s reasons for not wanting to marry Paris?28. Do you think Capulet’s threats will change Juliet’s thinking? Explain.29. What does Capulet say he will do to Juliet if she refuses to marry Paris?30. What is the Nurse’s advice to Juliet? How might this affect Juliet?31. In lines 237-244, what is Juliet saying about the Nurse?32. Juliet is going to the Friar for advice. What do you think his advice will be?

Module 6

Fallacies

1. Begging the Question2. Ad Hominem3. Red Herring

4. Appeal to Authority5. Appeal to Ignorance6. Appeal to Force7. Bandwagon8. False Dichotomy9. Hasty Generalization10. Straw Man11. Post Hoc12. Slippery Slope

Types of Love Handout

Cite examples from the text. Be sure to include where you found the quote (Act, Scene, line number[s]). Be prepared to explain how the quote is representative of the specific type of love.

Unrequited Love:

Romantic Love:

Parental Love:

Friendship:

Love of Family Honor:

Act IV Think/Pair/Share Questions

1. Paraphrase what Paris says in lines 6-152. “Poor soul, thy face is much abused with tears.” What does this reveal about Paris’s character?3. What is Juliet holding in her hand? What is she threatening to do?4. What would Juliet rather do than marry Paris?5. What is the Friar’s plan for getting Romeo & Juliet together? Why is Juliet so willing to trust the Friar’s plan?6. What night is Juliet supposed to take the potion? What night is she supposed to marry Paris?7. What will happen to Juliet when she takes the potion?8. How is Romeo to find out about the plan?9. What is the situation in the Capulet house at the end of Act IV?10. Give one example of dramatic irony from Act IV.

11. Juliet’s parents’ plans for Juliet make it seem impossible for Romeo & Juliet to stay together. Do you think Shakespeare presents the Capulets as bad people? Or do you see them as generally good parents that want the best for their child who occasionally make bad decisions? Explain your answer with an example from the play (doesn’t have to be a quote, just describe the scene. But you can use a quote)12. Write a timeline/calendar of the major events of the play so far.

Module 7

Act V Think/Pair/Share Questions

1. What literary device is used in line 6? Explain how that line is that literary device2. What is Balthasar’s message?3. What does it mean when Balthasar says, “Your looks are pale and wild and do import some misadventure”? What do you think Balthasar is worried about?4. What did Romeo instruct Balthasar to do?5. What is Romeo’s plan now that he knows Juliet is dead? Who is he going to ask to help him? Where does the person he wants to help him live? Write down one line that Romeo says that describes the place where that man lives.6. Balthasar was somehow able to tell Romeo about Juliet being dead before the Friar was able to tell Romeo about the plan. What do you think happened so that Romeo was unable to get the letter from the Friar in time?7. What does Romeo want to buy from the Apothecary?8. Why does the Apothecary not want to sell the poison to Romeo? How does Romeo convince the Apothecary to sell him the poison?9. Why was Friar John unable to deliver the letter to Romeo?10. What is Friar Laurence going to do? What are the two things he’s worried about?11. Why do you think Paris is at the Capulet’s tomb? Why do you think his page is afraid? What is the page supposed to do if someone else approaches the tomb?12. Romeo gives Balthasar a letter to deliver. Who is the letter for? What do you think the letter says?13. What does Romeo say he’s going to take from Juliet? Why is he really there?14. Romeo warns Balthasar not to follow Romeo into the tomb. What does Romeo threaten that he will do to Balthazar if he decides to follow Romeo into the tomb?15. Romeo says to the tomb’s door: “Thus I enforce they rotten jaws to open, And in despite I’ll cram thee with more food.” What kind of figurative language is this? What does it mean?16. Why does Paris blame Romeo for Juliet’s death? Why does Paris think Romeo is there? What does Paris challenge Romeo to?17. Why does Romeo not want to fight Paris?18. Who hears Paris and Romeo fighting? What does he run to go do?19. Paris knows he is dying. What is his last request?20. What do Romeo’s first two lines (lines 74-75) indicate? What does Romeo notice about Juliet’s face? What does Romeo do before he kills himself?21. Why does Balthasar refuse to go into the tomb? How does the Friar feel about going into the tomb?22. Where does the Friar want to take Juliet since both Paris and Romeo are dead? Why does the Friar leave Juliet alone in the tomb?23. Why does Juliet kill herself so quickly?

24. Who does the Chief Watchman ask to be brought to the graveyard?25. Why does the Chief Watchman think the Friar is suspicious?26. What does the Chief Watchman reveal in lines 195-196? What does Capulet imply in lines 202-205?27. What happened to Lady Montague? How did that happen?28. Who are the six people who died in the play?29. Who are the six people who died in the play?30. What did Romeo’s letter say? Who are the three people the Prince blames for Romeo & Juliet’s deaths? What is their punishment?31. What did Lord Capulet and Lord Montague decide?

Romeo & Juliet Film Compare/Contrast

Text Version Zeffirelli Version Luhrmann VersionPrologue/Opening Fight Scene Prologue/Opening Fight Scene Prologue/Opening Fight Scene

Party Scene Party Scene Party Scene

Balcony Scene Balcony Scene Balcony Scene

Fight Scene Fight Scene Fight Scene

Confession Scene Confession Scene Confession Scene

Death Scene Death Scene Death Scene

Module 9

Mock Trial Summative

Preparation:Accused characters: Juliet, Romeo, Nurse, Friar Laurence, Lord CapuletWitness box: Mercutio, Benvolio, Tybalt, Lady Capulet, Montague, Apothecary, Lady Montague, Paris, Prince Escalus Your group must work together in creating the following:

a. For the defense lawyer:i. TEN questions to ask your character during the trial that will help prove your character’s innocence

ii. TWO questions for at least three witnesses (total of six questions) to help prove your character’s innocenceYour job is to prove that your character is not to blame!

b. For the prosecutor:i. TEN questions to ask the other accused characters (at least two per character) to prove another character’s guilt

ii. TWO questions for at least three witnesses (total of six questions) to help prove another character’s guiltYour job is to prove that accused characters other than your own are to blame!

c. For the character:i. TEN responses to the defense lawyer’s questions that fit what we know about your character’s personality and actions

ii. SIX responses to the prosecutors’ potential questions. What questions do you anticipate they will ask of you? Why will they be thinking that YOU are guilty?Your job is to prove your innocence!

d. If you are a group of three witnesses, you are responsible for the following:i. TWO statements about the guilt of each accused character. Include evidence.

ii. TWO statements about the innocence of each accused character. Include evidence.iii. YOUR involvement in the matter (why are you a good witness, what did you do, why are you not guilty?)

Evidence: He said/she said/he did/she did

YOUR ENTIRE GROUP:Bonus points will be awarded for visual aid evidence and/or costumes. School appropriate!

Be sure to ask about specific events, specific actions of certain characters, or specific statements of the characters. Responses must be accurate to the motivations of the characters and actual events.

*Example of STRONG questioning: To Capulet- What did you tell Juliet after she begged you not to force her to marry Paris?Follow up- How did you think she was going to respond to that?*Example of not well-thought out question: “How do you know the deceased?”*Example of not well-thought out response: “Yes”/”no” (no elaboration) OR “I don’t know”*Example of not well-thought out statement: “I think that he’s guilty because he’s shifty.” (no elaboration)

Trial Performance RubricExceeds Meets Approaches Falls Far Below

Preparation (50%) Completely prepared, has obviously rehearsed, no “um” or long pauses

Prepared, but could use additional rehearsals, 2-3 “um” or long pauses

Somewhat prepared, but seems not to understand what is asked or doesn’t have an appropriate response

Unprepared

Enthusiasm and Confidence (20%)

Acts as the role indicates Breaks character to talk to the teacher or to talk to other students 1-2 times

Breaks character to talk to the teacher or to talk to other students 3-4 times. Misbehavior during trial.

Apparent misunderstanding of what the character should be like.Misbehavior during trial.

Eye Contact (10%) Eye contact with audience virtually all the time (except for brief glances at notes)

Eye contact with audience less than 75% of the time

Eye contact with audience less than 50% of the time

Little or no eye contact

Clarity (20%) Speaks clearly and distinctly all the time, no mispronounced words

Speaks clearly and distinctly nearly all the time, no more than one mispronounced word

Speaks clearly and distinctly most of the time, no more than one mispronounced word

Often mumbles or can not be understood, more than one mispronounced word

Visual Aids/ Costume (5% EC)

Visual aids well chosen and presented. Costume is school appropriate, fitting of your character (business casual)

Minor problems with visual aids or costume

Significant problems with visual aids and costume

No visual aids, no costume*Score point=0

Score point = A Score point = B Score point = C Score point = D

Romeo and Juliet TRIAL Summative RubricAccused, Prosecutor, Defense

Exceeds Meets Approaches Falls Far BelowPreparation50%

16 well-thought out questions or responses that relate to the innocence or guilt of a character in the play

15-12 well-thought out questions or responses that relate to the innocence or guilt of a character in the play

11-8 well-thought out questions or responses that relate to the innocence or guilt of a character in the play OR not much thought put into the questions or responses

7-4 well-thought out questions or responses that relate to the innocence or guilt of a character in the play OR not much thought put into the questions or responsesUnprepared

Accuracy30%

All statements and explanations are accurate to character and play

Most statements and explanations are accurate to character and play (2-3 mistakes)

Some statements and explanations are accurate to character and play(4-6 mistakes)

Few statements and explanations are accurate to character and play(7+ mistakes)

AREA Evaluation20%

Two AREAs complete which answer each question, are accurate, using trial notes as evidence

Two AREAs which are not fully developed, must be accurate, must use trial notes as evidence

Two AREAs which are not fully developed OR missing multiple elements, AND/OR did not use trial notes as evidence

Only one AREA completed OR not logical development of ideas

Score point = A Score point = B Score point = C Score point = D*Example of not well-thought out question: “How do you know the deceased?”*Example of not well-thought out response: “Yes”/”no” (no elaboration) OR “I don’t know”

Romeo and Juliet TRIAL Summative RubricWitness

Exceeds Meets Approaches Falls Far BelowPreparation 20 well-thought out

statements AND an explanation of your involvement

15-19 well-thought out statements AND an explanation of your involvement

10-14 well-thought out statements OR incomplete explanation of your involvement OR not well-thought out statements

5-9 well-thought out statements OR missing an explanation of your involvement

Accuracy All statements and explanations are accurate to character and play

Most statements and explanations are accurate to character and play (2-3 mistakes)

Some statements and explanations are accurate to character and play(4-6 mistakes)

Few statements and explanations are accurate to character and play(7+ mistakes)

AREA Evaluation Two AREAs complete which answer each question, are accurate, using trial notes as evidence

Two AREAs which are not fully developed, must be accurate, must use trial notes as evidence

Two AREAs which are not fully developed OR missing multiple elements, AND/OR did not use trial notes as evidence

Only one AREA completed OR not logical development of ideas

Score point = A Score point = B Score point = C Score point = D*Example of not well-thought out statement: “I think that he’s guilty because he’s shifty.” (no elaboration)

Module 10

Agenda:*Start: Opening statement/closing (bell work). All students receive a copy of the charges, it is read aloud. Students not speaking should take notes and RATE guiltiness on Guilt-o-meter, add question in response to what has already been asked. As a team, choose three questions for the prosecution, and three for the defense to use.*Judge calls first character on trial, ask all questions for this character then (each prosecutor first, then defense) “Do you affirm to tell the truth, the whole truth, and nothing but the truth?” “State your name.”*Judge calls first witness to the stand, ask all questions for this witness.*Judge calls second witness to the stand, ask all questions for this witness.*Judge calls second character on trial, ask all questions for this character then (each prosecutor first, then defense)*Judge calls third witness to the stand, ask all questions for this witness.*Judge calls fourth witness to the stand, ask all questions for this witness.*Judge calls third character on trial, ask all questions for this character then (each prosecutor first, then defense)*Judge calls fifth witness to the stand, ask all questions for this witness.*Judge calls sixth witness to the stand, ask all questions for this witness.*Judge calls fourth character on trial, ask all questions for this character then (each prosecutor first, then defense)*Judge calls seventh witness to the stand, ask all questions for this witness.*Judge calls eighth witness to the stand, ask all questions for this witness.*Judge calls fifth character on trial, ask all questions for this character then (each prosecutor first, then defense)*Judge calls ninth witness to the stand, ask all questions for this witness.*Witness box (jury) takes a five minute break to decide who is most guilty and what the sentence should be. Paragraph writing at this time.

Guilt-o-Meters: On the following Guilt-o-meters, label each with the names of the accused characters. Then, after the trial, draw an arrow to indicate their involvement in the deaths of Romeo and Juliet.

Innocent Guilty Innocent Guilty

Innocent Guilty Innocent Guilty

Innocent Guilty

1. Who do you believe was the guiltiest, based on the trial proceedings? Write a paragraph to prove your point.

2. Who do you believe is the most innocent? Write a paragraph to prove your point.