Unit: Romeo and Juliet vs. West Side Story

Subject: Performing Arts

Grade: Eighth Grade

Instructional Goal: Students will compare Romeo and Juliet to West Side Story.

Created by: Mrs. Danielle LeNoir

Music Standards: Standards and Grade Level Expectations

Music Standard VII: Evaluating music and musical performances• GLE 7.4 Discuss and evaluate the relationship between music

and human emotions Music Standard VIII: Making connections between music, the

other arts, and other curricular areas GLE 8.3 Make connection with other disciplines as they relate

to music Music Standard XI: Understanding music in relation to diverse

cultures, times, and places GLE 9.6 Identify and explain the characteristics that cause a

musical work to be considered culturally, historically and/or geographically significant.

Theatre Standards, Dance Standards, and Grade Level Expectations

Theatre Standard VII: Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances GLE 7.4 Explain how dramatic elements (plot, character, action,

diction, music, spectacle, Aristrotle’s “Poetics”) combine to make a whole.

Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places GLE 8.2: Analyze dramatic works in the context of the culture, times,

and places

Dance Standard III: Understanding dance as a way to create and communicate

Meaning GLE 3.1 Take an active role in a class discussion about interpretations

of and reactions to a dance GLE 3.2 Observe and explain how different accompaniment (such as

sound, music, spoken text) can affect the meaning of a dance GLE 3.7 Formulate and answer questions about how movement choices

communicate abstract ideas in dance

Reading and Writing Common Core State Standards

Reading Standards for Literature Grade 8 Key Ideas and Details

1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

  Reading Standards for Informational Text 8 Key Ideas and Details

1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

  Writing Standards 8 Text Types and Purposes Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.

ROMEO AND JULIET DAY 1 Students need to:

sit in assigned seats.have their folder, paper, and pencil on their desk.

WARM UP: Turn and Talk: What do you know about the story Romeo and Juliet?

Essential Question: Who are the two quarrelling families and why are they at odds?

Today students will:review the essential question.read Romeo and Juliet-individually.discuss the character’s, plot, and facts

pertaining to the story.take notes and answer questions about the

story.

DAY 1: Activating Strategy

Turn and Talk: What do you know about the story Romeo and Juliet?

DAY 1: Essential Question

Who are the quarrelling families and why are they at odds?

Please take out two pieces of paper and write the following headings.

Day 1 Instructional Activity: Silent Read Page 1

Students will silently read PAGE 1Students will:

write down any unfamiliar words on the Romeo and Juliet word list.

determine the setting for Romeo and Juliet.

determine who are the quarrelling families and why are they at odds.

Italy

ROMEO AND JULIET NOTES A

• Took place 500 years ago in Verona-North Italy

• ( 1500’s)• Families are Montague and Capulet• Romeo-17 year old Montague

• Benvolio- is a Montague & loyal friend

• Mercutio- non-member of either family-joker

• Rosaline- is the woman Romeo is in love with (not a Montague or Capulet)

DAY 1 Summarizing Strategy: Exit Ticket: Answer the question in your learning

log.

Who are the quarreling families and why are they at odds?

ROMEO AND JULIET DAY 2 Students need their music folder, R&J notes, and a

pencil on their desk.

Warm-up Question: Who are the quarreling families in Romeo and Juliet and why are they at odds?

Essential Question: Who is Juliet and what is her circumstance?

Today students will:pair-read Romeo and Juliet (bottom of page 1 to bottom of page 3).

discuss the character’s, plot, and facts pertaining to the story.

take notes and answer questions about the story.complete the R&J setting portion of the comparison chart.

DAY 2 Activating Strategy: Learning Log

Answer the question in your learning log.Who are the quarrelling families

in Romeo and Juliet and why are they at odds?

DAY 2 Comparison Chart:

Students will complete the Romeo and Juliet setting portion of the R&J vs. WSS Comparison

Chart.Area of Comparison Romeo and Juliet

Setting(What is the time period and

location of the story?)

DAY 2 Essential Question

Who is Juliet and what is her circumstance?

Day 2 Instructional Activity: pair-read page 1 last paragraph to the bottom page 3

Students will pair-read page 1 last paragraph to the bottom of page 3 with their assigned partner.

Students will:write down any unfamiliar words on the Romeo

and Juliet word list. describe each new character introduced.indicate who Juliet is marrying in their notes.answer why and what party is Romeo,

Benvolio, and Mercutio planning to attend in their notes.

ROMEO AND JULIET NOTES B

Juliet- 14 year old beautiful CapuletNurse - older Capulet woman who

takes care of Juliet Paris - relative of the Prince who

wants to marry JulietTybalt- Juliet’s cousin- strong

and fearless- Capulet family

DAY 2 Summarizing Strategy: The Important Thing/Idea

Complete this statement in your learning log.

The three important things/ideas from the lesson today are ____,_______,______, but the most important thing I learned today is_________.

ROMEO AND JULIET DAY 3 Students need their music folder, RnJ notes,

comparison chart, and a pencil on their desk. Warm-up Question: Who is Juliet and what is

her circumstance? Essential Question: Why did Romeo risk in

going to the party? What happened at the engagement party?

Today students will:pair-read Romeo and Juliet (top of page 4 to

the bottom of page 7).discuss the character’s, plot, and facts

pertaining to the story take notes and answer questions about the

story.

DAY 3 Activating Strategy: Learning Log

Complete this question in your learning log.

Who is Juliet and what is her circumstance?

DAY 3 Essential Questions

Why did Romeo risk going to the party?

What happened at the engagement party?

DAY 3 Instructional Activity pair-read top of page 4 to the bottom of page 7

Students will pair-read page 4 paragraph 1 to the bottom of page 7 with their assigned partner.

Students will write down any unfamiliar words on the Romeo and Juliet word

list.

describe the engagement party (1st meeting) • Who was the party for? • Who attended the party?• Why did Romeo attend the party?• What happened at the party?• Who discovered Romeo’s true identity?• What happened after the party?

ROMEO AND JULIET NOTES C

Engagement Party Capulet costume party-for the engagement

of Juliet to Paris Mercutio dares Romeo and Benvolio to

attend the party Romeo dressed as a Palmer (traveler) to the

Capulet party Romeo gets into the party and dances with

Juliet Nurse is the first to find out Romeo’s true

identity Romeo meets Juliet at her house after the

party and decide to get married the next morning

DAY 3 Summarizing Strategy: Exit TicketAnswer the questions in your learning log.

Why did Romeo risk going to the party?

What happened at the engagement party?

ROMEO AND JULIET DAY 4 Students need their music folder, RnJ notes,

comparison chart, and a pencil on their desk.

Warm-up Activity: Students will complete the “First Meeting” portion of R&J vs. WWS Comparison Chart.

Essential Question: How will Romeo and Juliet’s marriage be problematic?

Today students will:pair-read Romeo and Juliet (top of page 8 to the

bottom of page 10).discuss the character’s, plot, and facts pertaining to

the storytake notes and answer questions about the storycomplete the RnJ first meeting portion of the

comparison chart.

DAY 4 Comparison Chart:

Students will complete the Romeo and Juliet 1st meeting portion

of the R&J vs. WSS Comparison Chart.Area of Comparison Romeo and Juliet

First Meeting (Who is the meeting

between? Where is the meeting taking place?

What happened?)

DAY 4 Instructional Activity: pair-read the top of page 8 to the bottom of page 10

Students will pair-read page 8 paragraph 1 to the bottom of page 10 with your partner.

Students will: write down any unfamiliar words on the Romeo and

Juliet word list. describe the Plan/Marriage:

Who is getting married and by whom? What is symbolic about the ring? Where does Juliet put the ring and why?

describe what happened at the Tavern: Why is Tybalt furious? Who dies and how?

ROMEO AND JULIET NOTES D

Marriage of Romeo and Juliet: (Morning after Party)

Old Priest: Friends with Montague Family- Romeo requests Priest to marry Romeo and Juliet that day – Priest agrees

Nurse met Priest at 9:OO a.m. to discuss plan

ROMEO AND JULIET NOTES E

Marriage of Romeo and Juliet: (Morning after Party)

Romeo and Juliet get married at Chapel by the Priest

Romeo gives Juliet a silver ring (Romeo’s Mothers Ring-Montague)

Juliet put the ring in her pocket-then-around her neck

Juliet had to go home after the wedding

ROMEO AND JULIET NOTES F

Street/TavernTybalt- Juliet’s cousin- strong and

fearless- Capulet family

Mercutio and Benvolio bragged how they got into the Capulet’s party and mentioned about Romeo dancing with Juliet

Tybalt over heard the conversation and went looking for Romeo

DAY 4 Summarizing Strategy:

Complete the Sentence in your learning log.

Romeo and Juliet’s marriage will… because….

ROMEO AND JULIET DAY 5 Students need their music folder, RnJ notes, comparison chart,

and a pencil on their desk.

Warm-up Activity: Students will complete the “marriage” portion of the Romeo and Juliet on the Comparison Chart.

Activating Strategy: Act of the Fight Scene and complete the “Conflict/Rivalry” description for Romeo and Juliet on the Comparison Chart.

Essential Question: How would you describe the fight at the Tavern? How will the event that happened at the Tavern have an impact on Romeo and Juliet relationship?

Today students will:silent-read Romeo and Juliet (top of page 11 to the

bottom of page 13). discuss the character’s, plot, and facts pertaining to

the story take notes and answer questions about the story.complete the RnJ marriage and rivalry/conflict

portions of the comparison chart.

DAY 5 Activating Strategy: Comparison Chart

Students will complete the Romeo and Juliet marriage portion

of the R&J vs. WSS Comparison Chart.

Area of Comparison Romeo and Juliet

Marriage (Who is getting married and by whom? When and where are they getting married?

Who knows?)

Day 5 Activating Strategy: Act out the fight Scene at the Tavern.

How would you describe the fight at the Tavern?Romeo, Tybalt, Mercutio, and Benvolio are all characters present at the fight.

ROMEO AND JULIET NOTES G

The FightTybalt challenged unwilling

RomeoMercutio steps in and attempts

to stab Tybalt-Romeo tries to stop them

Tybalt stabbed and killed Mercutio

In rage Romeo stabbed and killed Tybalt

ROMEO AND JULIET NOTES H

The FightBenvolio meets with the PrincePrince listens to Benvolio’s

explanation of the fight in the TavernPrince banishes Romeo from Verona-

if he returns he would be beheaded

DAY 5 Instructional Activity: Comparison Chart:

Students will complete the Romeo and Juliet rivalry/conflict portion of the R&J vs. WSS Comparison Chart.

Area of Comparison Romeo and Juliet

Rivalry/Conflict (What is the conflict? Who is the conflict/ rivalry between?

DAY 5 Instructional Activity: silent-read the top of page 11 to the bottom of page 13

Students will read Page 11 paragraph 1 to the bottom of Page 13 with your partner.

Students will: write down any unfamiliar words on the

Romeo and Juliet word list. describe what happens after the fight.

Why does Benvolio meet with the prince? What does the prince tell Benvolio? How does Romeo tell Juliet what happened

at the Tavern?

Day 5 Summarizing Activity:

Turn and Talk to your partner about the essential questions.

How would you describe the fight at the Tavern?

How will the event that happened at the Tavern have an impact on Romeo and Juliet’s relationship?

ROMEO AND JULIET DAY 6 Students need their music folder, RnJ notes,

comparison chart, and a pencil on their desk.

Activating Strategy: Turn and Talk: How do you predict the story will end?

Essential Question: : Why and who is sending the messages to Romeo? What do the messages reveal?

Today students will:pair-read Romeo and Juliet (top of page 14 to the bottom of page 18).

discuss the character’s, plot, and facts pertaining to the story.

take notes and answer questions about the story.

Day 6 Activating Strategy:

Turn and Talk to your partner about the essential questions.

How do you predict the story will end?

DAY 6 Instructional Activity: pair-read the top of page 14 to the bottom of page 18

Students will pair-read page 14 paragraph 1 to the bottom of Page 18 with your partner.

Students will:write down any unfamiliar words on the Romeo and Juliet word list.

describe the message.describe the deaths.describe the resolution.describe why the deaths are tragic.

ROMEO AND JULIET NOTES I

The Drug/The MessageMESSAGE #1:Priest sent a messenger

with a note telling Romeo about Juliet taking a drug to make her sleep while she appeared dead Priest’s messenger did not get the

message to Romeo because there was a plague and he could not get into Mantua

The Drug: Priest gave Juliet a drug so her family would think she was deadShe took drug-did not tell nurseNurse found her dead

ROMEO AND JULIET NOTES J

The Drug/The MessageMESSAGE #2: Nurse wrote note

telling Romeo about Juliet’s deathNurse met with Priest, Priest sent Nurse’s note to Romeo confident that Romeo DID receive first note (from Priest)

Romeo receives note from the Nurse, purchases a deadly poison and goes to see Juliet

Day 6 Summarizing Strategy:

Exit Ticket: Answer the questions in your learning log.

Why and who is sending the messages to Romeo?

What do the messages reveal?

ROMEO AND JULIET DAY 7 Students need their music folder, RnJ notes,

comparison chart, and a pencil on their desk.

Activating Strategy: Turn and Talk: In what ways do the messages impact the conclusion of the story?

Essential Question: In what ways do the messages impact the conclusion of the story? Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play?

Today students will:discuss the character’s, plot, and facts

pertaining to the story.take notes and answer questions about the

story.complete RnJ message portion of the

comparison chart. finish taking Romeo and Juliet notes.

Day 7 Activating Strategy: Entrance Ticket

Answer the question in your learning log.

In what ways do the messages impact the conclusion of the story?

DAY 7 Instructional Activity: Comparison Chart:

Students will complete the Romeo and Juliet message portion

of the R&J vs. WSS Comparison Chart.

Area of Comparison Romeo and Juliet

Message/Letter (Who sent the

letter(s)/message? What did it say? Why was it

important to the story’s plot?

ROMEO AND JULIET NOTES k

The Deaths of Paris, Romeo, and Juliet

Juliet was in the tomb Romeo comes to the tomb-is confronted in

the court yard by Paris who he kills Romeo puts the ring on Juliet’s finger then

uses poison to kill himself Juliet awakes and realizes Romeo’s dead

and kills herself using Romeo’s dagger Priest finds Romeo, Juliet, and Paris dead

in the tomb The deaths bring both families together

after realizing Romeo and Juliet were married

Day 7 Summarizing Activity: Think-Discuss-Write

Who are the characters in Romeo and Juliet, and how do they contribute to the deaths in the play?

Hint: The characters in Romeo and Juliet are:….

(which family does each character belong to)

The following character(s) contribute to …. death because….

Characters: Nurse, Priest, Old Capulet, Benvolio

Character Who Die: Mercutio, Tybalt, Paris, Romeo, and Juliet

ROMEO AND JULIET DAY 8 Students need their music folder, RnJ notes,

comparison chart, and a pencil on their desk. Activating Strategy: Turn and Talk: How is

the conflict resolved between the two quarrelling families?

Essential Questions: How is the conflict resolved between the two quarrelling families? Suppose you could have changed the outcome of Romeo and Juliets’ fate what would you have done?

Today students will:discuss the character’s, plot, and facts

pertaining to the story.take notes and answer questions about the

story.complete the Romeo and Juliet portion of the

comparison chart.

Day 8 Activating Strategy: Turn and Talk

How is the conflict resolved between the two quarrelling families?

DAY 8 Instructional/Summary Activity Students will complete the Romeo and Juliet side of

the Romeo and Juliet vs West Side Story Comparison Chart

Area of Comparison Romeo and Juliet

Deaths (Who died? How? Where?)Tragedies (Explain the tragedy in the story. Look back at death and/or conflicts.)Resolutions(How is the tragedy resolved? What conflict is resolved?)Important Scene (What is the important scene and why?)

Comparison ChartArea of Comparison Romeo and Juliet

Setting(What is the time period and location of the story?)

First Meeting (Who is the meeting between? Where is the meeting taking place? What happened?)

Marriage (Who is getting married and by whom? When and where are they getting married? Who knows?)Rivalry/Conflict (What is the conflict? Who is the conflict/ rivalry between?

Message/Letter (Who sent the letter(s)/message? What did it say? Why was it important to the story’s plot?

Deaths (Who died? How? Where?)Tragedies (Explain the tragedy in the story. Look back at death and/or conflicts.)

Resolutions(How is the tragedy resolved? What conflict is resolved?)

Important Scene (What is the important scene and why?)

Day 8 Summarizing Strategy:

Exit Ticket: Answer the questions in your learning log.

Suppose you could have changed the outcome of Romeo and Juliet’s fate what would you have done?