Title ​Lesson 1: Reading Fictional Literature - Why Figurative Language?

Standard CCSS ELA L 9-10.5 Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.

Central Focus Identify, interpret, and analyze figurative language found in ​Romeo and
(CF) Juliet.

Academic Function: Identify

Language Demand: Describe, Explain, Summarize (written and orally)
Syntax: Cornell Notes (​Instructional Materials 1.1)​, Cornell Notes Guiding
Questions (​Instructional Materials 1.2)
Vocabulary: Fiction, figurative, tactile, static, prose, abstract, connotations
Discourse: Discuss, explain, Cornell Notes
Language Support: closed captions, academic word wall

Learning Target I can identify characteristics of fictional writing.

(LT) I understand the function of figurative language in
fictional writing.

Instruction (e.g. Teacher prompts transition to begin class time by Students put their
inquiry, reminding students to put their phones on silent phones/headphones away.
preview, review, and into their backpacks. Teacher then directs
etc.) student focus to the Agenda and selects a Selected students read the
student to read it aloud for the class. Teacher Agenda and Learning
directs a second student to read the Learning Targets aloud.
Targets for the day.
Teacher checks for understanding of the day’s
agenda.
Teacher begins instruction/preview:
“As you have seen on your Agenda, we will be Students listen to
watching a TED-Ed video titled ‘​How to write instruction/preview.
descriptively’. Although we are not doing a
creative writing assignment today, we will be
creating our own narratives at the end of this unit.
That is one of the reasons why we are watching
this short video today. Another reason is that it
helps us understand why we use figurative
language in fiction -which is what the story of
Romeo and Juliet ​is - fiction. As we have been
 learning from our previous lessons, ​Romeo and
Juliet​ is full of figurative language, and in order to
understand it, we are going to learn how to
identify, interpret and analyze figurative
language.”
Teacher instructs students to put down any Students direct their full
writing utensils or distractions and practice active attention to the front and
listening the first time through. practice active listening
Classroom expectations for active listening: during the TED-Ed video.
Making eye contact, not talking over one another,
facing the one who is talking, listening to
understand/connect rather than to reply, and
asking clarification questions when appropriate.
*Turn on closed captions*
Video is 4 min and 44 seconds long.

Informal As the video ends, teacher instructs students to Students participate in

Assessment 1a talk with the table next to them (small groups of small group discussion
3-4) and respond to the video. about the TED-Ed video,
Teacher provides three discussion prompts recalling any poignant
projected on elmo and reads aloud: “What is the pieces of information.
point of fiction?” “How does a fiction writer pull in
the reader?” “What are the senses a writer can If they need help starting
appeal to?” Teacher sets timer for 5 minutes of the discussion, they can
small group discussion. Teacher circulates during use the prompts provided
this time to assess student input. by the teacher.

Practice Teacher hands out blank Cornell Notes Students copy the
Activity (​Instructional Materials 1.1) ​and instructs students “Essential Question” from
or to take notes on the video the second time the teacher.
Support through. Teacher provides the “Essential As the TED-Ed video plays
Question” for the notes: “Why do writers use for a second time, students
figurative language in fictional writing?” on are to be recording
Instructional Materials 1.1​ and projects it on the information/notes from the
elmo. video that will help them to
Teacher starts video again once students have answer the essential
filled in the beginning notes. question.

Informal Teacher pauses at three points in the video to Students continue to take
Assessment 1b check for understanding and to allow time for notes and ask any
students to write their notes. clarifying questions if
When the video ends, teacher instructs students necessary. Students will
to share and complete their notes with their small share and discuss the
 groups again and make sure that everyone can information/notes they
answer the “Essential Question” with their notes have recorded. This helps
taken. Teacher reminds students to use their to ensure that all students
Sample Question Stems for Cornell Notes are working together and
(​Instructional Materials 1.2) ​to help them come up supporting each others’
with higher level questions and encourages them learning experience.
to focus on the analysis question stems. Once the “Notes” section is
Teacher circulates while students complete their complete, students work to
notes to check for clarity. add their own questions on
the left side of the Cornell
Notes using ​Instructional
Materials 1.2, a​ nd answer
their questions and the
essential question at the
bottom of the page.

Practice Teacher requests students to turn in ​Instructional Students who are finished
Activity Materials 1.1​ or to finish them for homework if turn in their Cornell Notes
or they are not finished. (​Instructional Material 1.1).
Support Before starting the movie, remind students to Students who are not
practice active listening during the film. finished will place their
Teacher begins the 1968 film adaptation of notes into the homework
Romeo and Juliet. *​turn on closed captions* section of their binder and
While movie is playing, teacher will add complete it as homework.
commentary when necessary to clarify/add Students silently watch Act
context. Stop film at the end of Act 2. 1 and 2 of ​Romeo and
Juliet.

Closure As an exit ticket, teacher instructs students to Students use a blank piece
Assessment of write down their answer to the following question of binder paper to answer
Student Voice on a blank piece of paper and turn it in: “Choose the question provided by
one character from the play and use descriptive the teacher.
language/figurative language to describe them.” Answers must be at least 3
complete sentences long.
There is no maximum
sentence length.

Title Lesson 2: Identifying Figurative Language

Standard CCSS ELA L 9-10.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.

Central Focus Identify, interpret, and analyze figurative language found in ​Romeo and
(CF) Juliet.

Academic Function: Interpret, Analyze

Language Demand: Define (written and orally), Analyze, Identify, Create an example
(written)
Syntax: Vocabulary List
Vocabulary: Metaphor, Simile, Oxymoron, Personification, Hyperbole
Discourse: Sentence Stems:
- It seems like _______ means ________ because ________.
- _______ is a signal word for __________.
Language Support: Teacher provided example sentences, peer support,
dictionaries, Google, different parts of speech for each vocabulary word
provided

Learning - I can interpret the meaning of, define, and create

Target original examples of figures of speech
(LT) (specifically: metaphor, simile, oxymoron,
hyperbole, personification).

Instruction Teacher prompts transition from pre-assessment Selected student reads

(e.g. inquiry, activity to focusing on the agenda for the day. the agenda and learning
preview, Teacher selects another student name at random target.
review, etc.) to read the agenda and learning target for the day.
Teacher highlights the connection between the
pre-assessment and the learning activity for the
day with the daily learning target.

Teacher asks one of the students with ADHD to Student selected will
assist in handing out the Vocabulary List 10 hand out the
(​Assessment ​2.1​) ​while teacher sets up the elmo Assessment 2.1 ​to
to project a copy of ​Assessment 2.1. fellow students.

Teacher identifies the connection between the

Learning Target for the day and ​Assessment 2.1 Students listening
and follows connection-making with instructions. actively to teacher.
Teacher instructs students to work with their table
partner or a small group of 3 to do a “Think, Pair,
 and Share”. Teacher refers to a blank copy of Students work in pairs
Assessment 2.1​ projected up front while giving (or groups of 3) to
instructions to students.Teacher models how to complete ​Assessment
read and analyze the example sentence provided 2.1. ​Students can work
for each figure of speech, then instructs students together, but each
to create definitions for each figure of speech student must turn in
based off of their prior knowledge and their ability their own original work.
to interpret meaning from context clues. Once they
have a definition, students are to create their own Students cannot use
example sentence, and draw a picture that outside resources yet to
represents their example sentence. complete ​Assessment
2.1.​ They must rely on
Teacher informs students of a check in after 10 their collaboration and
minutes of work passes. prior knowledge.

Informal Teacher will ask students who have completed the Students will raise their
Assessment 2a first definition to raise their hands. Teacher will hand if they have the
use this feedback to assess what further support definition to the first
students will need. If students are having a hard word.
time defining the figurative language, students
may use outside resources (i.e. dictionary, google Students listen for
translate). further directions from
Teacher will suggest an allotted amount of time for the teacher.
students to complete ​Assessment 2.1 a ​ nd ask for
feedback about the time amount. Teacher will Students provide
adjust and come to an agreement on an amount of teacher with input for
time that feels conducive to the majority of time needed to complete
students. Assessment 2.1.

Practice Teacher circulates the class to check for Students use the
Activity understanding, to offer support, and to add resources they choose
or clarification when needed. with their groups to
Support To support student learning, teacher asks record the definitions of
questions such as: each figurative language
“Do you see any signal words that can help you technique. Students
understand which figure of speech is being used?” discuss possible
“What does this sentence make you feel?” example sentences
“Are there at least two things being compared?” together, and work
“What are some songs that you can think of that individually to draw their
use a metaphor? simile? hyperbole? etc?” representative pictures.
Informal Teacher continues to circulate and assist Students who need
Assessment 2b students who need support/clarification. At the end more time raise their
of the aforementioned time allotted, teacher asks hands. Students who
students who need more time to raise their hands. are finished may turn in
Based on the amount of students still in need of their ​Assessment 2.1.
time, teacher will extend the time allotted and ask Students who have an
students who are done to assist those who need IEP/504 or who I have
extra support while teacher sets up for the next already made
activity. No more than 5 minutes will be provided accomodations with may
to students who need more time. ​Assessment 2.1 turn it in at our agreed
is to be turned in before the next activity. upon extended time.

Practice Directions from the teacher:

Activity “For the rest of the period, we are going to Student(s) volunteer
or continue watching the 1968 film adaptation of their answers for “What
Support Romeo and Juliet​, directed by Franco Zeffirelli. is active listening/what
We have watched Acts 1 and 2, and today we will does it look like?”
watch Act 3. You do not need to take notes about
the film, but you do need to show respect for those
around you by practicing active listening.”
Teacher will ask for a volunteer to remind the Students watch the
class what active listening looks like, and help to movie as silently as
add any supporting details to make a complete possible. Students must
definition. have phones and any
Classroom expectations for active listening: other distracting devices
Making eye contact, not talking over one another, put away.
facing the one who is talking, listening to Students may move for
understand/connect rather than to reply, and the film viewing if
asking clarification questions when appropriate. necessary.
Teacher provides further directions:
“As we watch the film, please try to listen closely
for examples of figure of speech. I will help give
you a clue as to when there will be an instance,
but I will not tell you which figure of speech is
being used. That is your task during the movie-
identify instances of figurative language.”
Teacher asks a student in the back to turn off the
lights. *Turn on closed captions*
Students may move if they are having a difficult
time viewing the film.
Closure As an exit ticket, teacher instructs students to Students write a
Assessment of describe one instance from the film adaptation of description of a
Student Voice Romeo and Juliet​ that they remember figurative scene/instance from the
language being used, interpret what it meant, and film which they
why Shakespeare added it. remember figurative
language being used, an
interpretation, and the
purpose.

Title Lesson 3: Figurative Language in ​Romeo and Juliet

Standard CCSS ELA L 9-10.5 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text.
CCSS ELA RL 9-10.4 4. Determine the meaning of words and phrases as
they are used in the text, including figurative and connotative meanings.

Central Focus Identify, interpret, and analyze figurative language found in ​Romeo and Juliet.
(CF)

Academic Function: Interpret, Analyze

Language Demand: Analyze (written, orally), Discuss, Identify, Interpret/Translate
Syntax: ​Assessment 2.1 and 3.1
Step 1: What kind of figurative language is being used in both excerpts?
Step 2: How do I know?
Step 3: How can I interpret this excerpt?
Vocabulary: Metaphor, Simile, Oxymoron, Personification, Hyperbole
Discourse: It seems like this excerpt is an example of _______ because
______.
I see a comparison being made between __________ and ____________.
I see the word ________ and according to our definitions, that is a signal word
for ___________.
Language Support: ​Assessment 2.1

Learning I can identify figurative language in ​Romeo and Juliet.

Target I can interpret figurative language in literature using context.
(LT) I can analyze figurative language to understand its role in
the text.
Instruction Teacher prompts transition to beginning class time by Students put
(e.g. inquiry, reminding students to put their phones on silent and into away their phones
preview, their backpacks. Teacher then directs student focus to the and transition into
review, etc.) agenda and selects a student to read it aloud for the class. class. Students
Teacher selects another student at random to read the selected will
learning target(s) for the day. Teacher highlights the respond to teacher
connection between the learning target(s) for the day and request.
the previous lesson they completed.
Teacher instructs students to retrieve their writing tools for
10 minutes of silent journal writing.
Journal Question: “How can you relate to the story of
Romeo and Juliet s​ o far? If you cannot relate to any of it,
discuss and justify why you would or would not teach this
text if you were a high school teacher?.”

While students complete their journal writing, teacher will

disperse ​Assessment 3.1 w​ ith ​Assessment 2.1 s​ o that
students can use this as a language support for today’s
activity. Teacher has provided feedback for students on
Assessment 2.1​.​.

Informal Teacher asks: Students share

Assessment “May I see a raised hand of someone who wants to share their answers with
3a what they wrote about?” the class.
“May I see a raised hand of someone who can share with Students turn in
the class what we have learned so far from ​Romeo and journals when
Juliet​?” informal
After assessing student voice, teacher asks students to turn assessment is
in their journals and return to their seats. complete.

Practice Teacher provides instruction for small group activity: Students practice
Activity “Today we are doing station work. There are 5 stations, and active listening
or each station has two excerpts from ​Romeo and Juliet.​ Each while teacher
Support excerpt models figurative language. While a station might provides
model more than one technique, the two excerpts at each instruction.
station have only one technique in common. It will be your
job with your small group to discuss and analyze each
excerpt, identifying the technique(s) being used. Then, as
individuals, you’ll complete the rest of the prompt for that
station. You will have around 5 minutes at each station.
When the time comes to an end, groups will rotate clockwise
to the next station.”
 Students follow
Teacher models the process on the elmo at the front of the along with their
room using a teacher model copy (​Instructional Materials Assessment 3.1,
3.1)​ of the activity and their copy of ​Assessment 2.1​. but they do not
Teacher first displays their example excerpts and models copy anything
reading them aloud, analyzing the excerpts aloud while down.​.
writing down the justifications on the ​Instructional Materials
3.1. ​Teacher then asks for a volunteer to identify which Students provide
figure of speech is being used in both excerpts. Teacher feedback/input
then asks for another volunteer to provide their own during modeling.
interpretation/translation of the excerpt in modern English. Students
Teacher writes down their responses accordingly on their participate in the
teacher’s model copy of ​Assessment 3.1. check for
Teacher checks for understanding and needed clarification understanding by
by asking students to raise a “thumbs up” to signal for showing a
understanding, “thumbs down” to signal a lack of “thumbs up”,
understanding, and a “sideways thumb” to signal for some “thumbs down”, or
understanding. Based on student response, teacher can go “sideways thumb”.
through instructions/model again. Students
Teacher reminds students to use their blue ​Assessment 2.1 remember their
for language support during the activity. number and get
Teacher does 1-5 popcorn numbering to get students into 5 into a group with
small groups. students who are
Teacher informs students that a timer for will be set for 5 the same number
minutes at each station and informs students that time will as them (i.e. 1s
be adjusted according to student needs. with other 1s, 2s
with other 2s).
Teacher starts a projected timer for 5 min and instructs
students to begin.
Students’ stations are labeled as ​Instructional Materials 3.2.

Informal Teacher circulates as small groups are working at their Students are
Assessment stations to check for understanding and necessary time working in their
3b adjustments. At the end of the first 5 minutes, teacher will small groups to
ask students to raise their hands if they need more time at discuss, analyze,
their current station. Depending on student response, and interpret
teacher will make a time adjustment for the next group excerpts at their
rotation. current station.
Students who
need more time,
raise their hand.
Practice Once all groups have visited each station, allow students an Students are
Activity or extra 2-3 minutes to complete any parts of ​Assessment 3.1 working in their
Support that are incomplete. small groups to
Teacher instructs students to turn in ​Assessment 3.1​ and discuss, analyze,
Assessment 2.1 ​if teacher feedback required the student to and interpret
make edits/complete the worksheet, then to return to their excerpts at their
assigned seats. current station.
Teacher reflects on what students have already watched of
the film adaptation of ​Romeo and Juliet (​ Acts 1-3) by
selecting students to share what they remember. Once the
storyline has been reviewed to the point we are at, the
teacher will play the final two acts for the students (Acts 4
and 5).

Closure Teacher asks students to verbally share their reflections Students provide
Assessment about the text as an exit ticket. Teacher checks off which teacher with either
of Student students share their thoughts aloud. For those who do not verbal or written
Voice want to share their reflections aloud, teacher asks them to feedback about
write down their reflections on a half sheet of paper as an the text.
exit ticket for the day.
Teacher can provide prompts such as:
“Why is this play so popular?” “What makes it a high quality
example of fictional writing?” “Why do we still have students
study it in modern times?” (themes are timeless, relatability,
dramatic irony)

Formal Teacher hands out Formal ​Assessment 3.2. Students will

Assessment This assessment is an anticipation guide that the students complete the
or completed the first half of at the beginning of the ​Romeo and “After Reading”
Post-assessm ​ nit.
Juliet u portion of their
ent Students are to fill out the “After Reading” portion of the Anticipation Guide
(​Sequence assessment individually and turn it back in. (​Assessment 3.2)
end)​ The assessment will provide the teacher with qualitative and turn it back in.
information about what knowledge and connections students
have gained thus far about the themes, content, author, and
writing style of ​Romeo and Juliet.