Lesson Plan Format

NAME: Hannah Weinberg-Kinsey

Lesson Title: Introduction Love Unit
Total Time: 90 minutes block schedule

Grade level: 9
# Students: Unknown

Learning Goal:
(Content
Standard/Common
Core)

Literacy.SL.9-10.5 Make strategic use of digital media (e.g.,

textual, graphical, audio, visual and interactive elements) in
presentations to enhance understandings of findings,
reasoning, and evidence and to add interest.

Target Goal or Skill:

Evaluate literacy abilities to read Romeo and Juliet, poetry, and a

free verse novel.
Perform a dramatic reading of Street Love by Walter Dean Myers
What is love? Is teenage love true love? How can text creatively
convey ideas through verse and other literary devices?

Essential Question(s):

Topical question(s):

What are ways texts can be presented dramatically?

Instructional
Objective(s):

SWBAT
1) Understand the unit trajectory.
2) Demonstrate current ability to read assigned texts so
differentiated instruction can be facilitated.
3) See demonstration of Reader's Theatre and receive details of
upcoming assignment
Formative Assessment
Free Write Journal
Content Area Reading Inventory

Assessment
(Criteria / Look Fors/
Performance Tasks)

Summative Assessment:
Reader's Theatre performance
End of unit assessment writing will include choices of topics
including Street Love
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:

Unknown.

5-10 minutes: Do Now Free Write Journal: What is true love and
can teenagers have it? (Collect as formative assessment)
5 minutes: Share journal ideas with partner
5 minutes: Class share out. Have a few partners share ideas with
class.
5 minute: Introduction of unit on theme of Love that will take an
entire quarter of the school year. Students will be reading Romeo
and Juliet and both American and British love poetry in class. They
will read Street Love by Walter Dean Myers as supplemental

Closure:

Language Demands:
Function
Vocabulary
Syntax
Discourse
5 Questions (Blooms or
DOK)

Curriculum (APA)
e.g. Investigations in

reading.
10-15 minutes Content Area Reading Inventory Screening/
Formative Assessment
5 minutes Introduce Street Love and supplemental reading
expectations
Read outside of class
Reader's Theatre Summative Assignment
End of unit summative assignment will include choice of
using Street Love
10 minutes demonstration of Reader's Theatre, using first three
pages of Street Love (Teacher reads pages dramatically with props,
sound effects, photos)
5-10 minutes. Hand out and explain Reader's Theatre rubric and
assignment.
Extra Time: Silent Reading Street Love
Telling a story
Higher level vocabulary in Romeo and Juliet and potentially in
poetry
Drama, poetry, and free verse novel
Journal writing, discussion, dramatic reading
1. Who is speaking?
2. What is the main idea, setting, emotions, I want to convey in my
dramatic reading?
3. What dramatic enhancements will convey these main ideas?
4. Did my dramatic enhancements actually convey the ideas I
wanted them to?
Common Core

Number, Data, and Space.

(2012). Pearson.

Materials
Notes

Handouts: Journal, Content Area Inventory Assessment, Romeo and

Juliet, Street Love, Dramatic enhancements for Street Love reading
demonstration.

Content Area Reading Inventory

Part 1
(Hear is a screen shot from (http://nfs.sparknotes.com/romeojuliet/page_86.html). In a real assessment
students would use copy of play they would read in class)

1.
2.
3.
4.

Find Act Two Scene 1 lines 125-139. Demonstrate for teacher.

Who are the speakers?
What is Romeo concerned about in line 130?
How does Juliet respond?

Page Break
Part 2
How Do I Love Thee? (Sonnet 43)
Elizabeth Barrett Browning, 1806 - 1861
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every days
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhoods faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.

5.
6.
7.
8.
9.

Who is the author?

What is the title?
Where do the words in the poem regularly rhyme?
What is the rhyme scheme?
Who is the speaker of the poem?
Page Break

Part 3
Street Love by Walter Dean Myers. Pg. 33

10.
11.
12.
13.

Who speaks the first line?

What is the setting?
How does Kevin see Junice?
How might Damien see Junice differently?

Reader's Theatre: Street Love by Walter Dean Myers

Prepare a dramatic reading of one section or chapter of Street Love by Walter Dean Myers. You may
choose any part of the free verse novel, but the section for your reading must be at least two pages. You
may work individually or in a group that matches the number of characters in your choice of text. Your
task is to communicate some or all of the main ideas, themes, point of view, setting, and feelings of your
chosen text through the tone of voice of dramatic readers and other dramatic enhancements. Dramatic
enhancements include but are not limited to gestures and body movement, sound effects or music,
photos, video, posters, or other visual mediums. Get creative! Name, explain the significance, and give
textual evidence for each dramatic enhancement in the following table.

Rubric

Delivery

4-Excellent
Student read
the novel
withconfidence,
expression,
andutilizedat
least three
dramatic
enhancement
to add to the
performance.

3-Good
Student read the
novel
withsomeconfidence,
expression,
andutilzedat least
three dramatic
enhancement to add
to the performance.

2-Fair
The student
read the
novelbut with
littleconfidence,
expression.The
studentutilzedat
least three
dramatic
enhancement to
add to the
performance.

1-Needs Improvement
Studenthad difficult
readingthe novel
withconfidenceandexpression,
anddid notutilzeat least three
dramatic enhancement to add
to the performance.

Dramatic Enhancements
Name ofEnhancement
School yard/basketballsounds

Effect
Shows setting of Damien, Kevin
and Sledge on page 2 and
paintsexposition of novel set on
the streets ofHarlem.

Textual Evidence
"Here we see a busy school
yard" (page 2).

Lesson Plan Format

NAME: Hannah Weinberg-Kinsey
Lesson Title: Asking Questions--Love Unit

Grade level: 9

Total Time: 90 minutes block schedule # Students: Unknown

Learning Goal:
(Content Standard/Common Core)

Literacy.W.9-10.1Write arguments to support

claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and
sufficient evidence.

Target Goal or Skill:

Ask questions aboutRomeo and JulietandStreet

Loveto brainstorm topics for an upcoming paper.
Whatdo different literary forms say about
love?Whatis love? Is teenage love true love?How
can text creatively convey ideas through verse and
other literary devices?

Essential Question(s):

Topical question(s):
Instructional Objective(s):

Assessment
(Criteria / LookFors/ Performance Tasks)

Disabilities/Diverse Needs Represented

Student Accommodations and/or Modifications
Instructional Procedures
(includingspecific times)
Introduction:
(including motivational hook where applicable)
Learning Activities:

What should my topic be for my paper?

SWBAT
1. Be introduced to some common themes
inRomeo and JulietandStreet Love.
2. Brainstorm questions about common
themes
Formative Assessment
List of questions
SummativeAssessment:
Textual analysis paper at the end of the unit
Unknown.
Find Your Topic Activity using variation
onBrozo'sStudent Questions for Purposeful
Reading (SQPR)
Class tables and chairs are arranged in five groups
with labels. Each group has a description of a
possible theme to track inStreet LoveandRomeo
and Juliet,including the following:
#1 Barriers to relationships: In Street Love,
Damien andJunice'srelationship
bucksunsupportive parents, aswellas a key
difference is in character: Damien is confident and
hopeful for the future whileJuniceis in survival
mode with the responsibility of family on
hershoulders(p. 33-39). InRomeo and Juliet, an
ancient and violent feud makes the love of two
teens forbidden (Act 1 Scene 1).

Closure:

#2 Young love: the Dance: InStreet Love, the first

time Damien andJuniceactually hang
out,Junice'ssister, tagging along, "guesses" they
like each other from their conversation. Their

conversation makes her think that sometimes

words can dance. (63-66).InRomeo and Juliet, the
two lovers fall in love after seeing each other
across the room and dancing together (1.5.90-110)
#3 Violence: InStreet Love, Damien evades but
eventually engages in street violence(p. 4-6 &
102-107). InRomeo and Juliet, Romeo evades the
family feud violence in Act 1 but joins the fray
after his friend, Mercutio is killed (3.1. 104-133).
#4 MaternalExpectations: InStreet Love, Damien's
motherhashigh expectations of a bright future for
her son, but worries that rough, urban street life
can change him.Junice'smother, locked behind
bars, expectsJuniceto somehow save her. (pages
42-45). InRomeo and Juliet,Lady Capulet reminds
her daughter of the expectations on young women
by reminding her daughter that at her ageLad y
Capuletwas already a mother. (1.3. 70-96)
#5 Decisions For Young Women. InRomeo and
Juliet,Juliet is expected to marry the man, Paris,
that her father selects for her (Act 3, Scene 4 or
3.5.140-170)InStreet Love, a social worker
decides the fate ofJuniceand Melissa after their
mother is convicted of a felony (52-55).
5-10 minutes: Class purpose discussion:"The
purpose of today's class is to ask questions about
our texts and spark thoughts forend of the unit
papertopics." Go over class target goal, essential
question, and topical question. Prepare for exit
ticket rating participation in small groups.
10 minutes: Tour of Ideas. Class stands and walks
with teacher as the teacher explains/reads the
topic description of each group. At the end,
students choose a topic they would like to ask
questions about and sit with that group.
5 minutes: Individual Initial Questions. Teacher
sets timer for five minutesand asks student to
write as many questions they have about the topic
as they can. Student's use the topic description and
the knowledge of how far they've read in each of
the texts to generate questions.
10 minutes: Group Initial Questions. Teacher sets
timer for 10 minutes. Group shares initial
questions by writing them on poster paper. If
student's have the same question or like a question
someone asked, they put a check mark by the
question.
10 minutes: Text exploration. Using page

numbersreferredto on the topic description,

students spend ten minutes reading for evidence
on their topic.
5 minutes: Individual Questions AfterReading.
Teacher sets timer for five minutes and student's
silently write down questions after reading.
10 minutes: Group Questions After Reading.
Teacher sets timer for ten minutes. Student's share
their individual questions on poster paper.
Students check questions they have in common
orparticularlylike.
5 minutes: Wrap up exit tickets.Write three
questions you would like to read the texts to
answer? Rate your participation in the group.
LanguageDemands:
Function
Vocabulary
Syntax
Discourse
5Questions(Bloomsor DOK)

Curriculum (APA)
e.g.Investigations in Number, Data, and Space.
(2012). Pearson.
Materials

Notes

Ask questions
Higher level vocabulary in Romeo and Juliet and
potentially in poetry
Drama, poetry, and free verse novel
Discussion. Write questions.
1. What is happening? What is the point of
view? Who? Where? What? When?
2. Why is that happening?
3. How is the theme or idea conveyed
through text?
4. What deeper question do I want to
investigate more?
Common Core

For each group: SQPR handout directions, topic

descriptions, poster paper, markers. For each
student: exit ticket. Student copies of Romeo and
Juliet andStreet Love.

Hannah's Take on Student Questions for Purposeful Reading

Why are you reading this? That is a good question you should ask about every text you read. Good
readers ask both factual and analytical questions. Questions give readers a purpose for reading. Find your
purpose for reading using this strategy.
1. Initial Questions. For five minutes write as many question you have about a topic as you can.
2. Initial Questions Sharing. For ten minutes, share your initial questions with a small group. Write your
questions on poster paper. If someone writes your question first or if you like someone else's question, put
a check mark next to that question. Pay attention to common questions.
3. Read the text for ten minutes
4. After Reading Questions. Take five minutes and refine your questions or write new ones.
5. Sharing After Reading Questions. Write your questions on the poster paper. If someone writes your
question first or if you like someone else's question, put a check mark next to that question. Pay attention
to common questions.
Exit Ticket
Write three questions you would like to continue to ask and answer while reading the texts?
1.
2.
3.
Rate your performance participating in your small group
1 2 3 4 5 6 7 8 9 10

Lesson Plan Format

NAME: Hannah Weinberg-Kinsey
Lesson Title: End of Love Unit Paper Writing

Grade level: 9

Total Time: 90 minutes block schedule # Students: Unknown

Learning Goal:
(Content Standard/Common Core)

Literacy.W.9-10.1Write arguments to support

claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and
sufficient evidence.

Target Goal or Skill:

Think of and write down all elements needed to

write a literary criticism essay. Complete the
thesis generator, detail analysis sheet, and outline.
Whatdo different literary forms say about
love?Whatis love? Is teenage love true love?How
can text creatively convey ideas through verse and
other literary devices?

Essential Question(s):

Topical question(s):
Instructional Objective(s):

Assessment
(Criteria / LookFors/ Performance Tasks)

Disabilities/Diverse Needs Represented

Student Accommodations and/or Modifications
Instructional Procedures
(includingspecific times)
Introduction:
(including motivational hook where applicable)
Learning Activities:

Whatis my thesis statement? What is my

evidence?
SWBAT
1. Complete Thesis generator
2. Complete evidenceanalysisorganizer
3. Complete essay outline.
Formative Assessment
Thesis generator, evidence analysis organizer, and
essay outline. essay outline
SummativeAssessment:
Textual analysis paper at the end of the unit
Unknown.
5 minutesGo over class agenda
10 minutes Would You Rather Game. Students
stand up and walk around for the duration of the
game. After each student finds a partner, the
teacher reads a "Would You Rather" situation. For
example, "Would you rather have true love or $1
million?" In pairs, the students choose an option
and give one piece of evidence for their choice.
The teacher says, "Mingle," and the students find
a new partner. When finished, remind students
that they were just arguing:makingaconclusion
and offering evidence. Now the class will be
arguing about texts we have read.
10 minutesPaper Scaffold Organizer Overview.
Explain purpose of each page. Thesis Generator
Use a question you came up with using SQPR to
form an argument sentence. Evidence
OrganizerPick quotes and examples andexplain
how they prove your argument. Paper Outline
Takeinformation in thesis generator and in the
Evidence Organizer and write down the order they

will appear in your paper.

5 minutesThesis generator: Model Thesis
Generator
10 minutesIndividual worktime on Thesis
Generator
5 minutesModel Evidence Organizer
20 minutesIndividual worktime on Evidence
Organizer
10 minutesModel Paper Outline. Students will
get one more work day in class and then finish
outside of class. On the next work day, I will meet
with my Tier 2 students as a small group (as
defined the screening test: Content Area Reading
Inventory). The next class I would hand out the
rubric for the final paper.
LanguageDemands:
Function
Vocabulary
Syntax
Discourse

5Questions(Bloomsor DOK)

Curriculum (APA)
e.g.Investigations in Number, Data, and Space.
(2012). Pearson.
Materials
Notes

Make conclusion/arguments. Organize evidence

and thoughts.
Higher level vocabulary in Romeo and Juliet and
potentially in poetry
Drama, poetry, and free verse novel
Makearguments in conversation.Complete
organizers.
1. What is happening? What is the point of
view? Who? Where? What? When?
2. Why is that happening?
3. Whatconclusioncan I draw from my
interpretations?
4. How can I convince others that my
conclusion is correct?
Common Core

Paper scaffold handouts: Thesis generator,

Evidence Organizer, and Outline.

Thesis Generator
Example
1. Identify the subject of your paper
1. Turn your subject into a guiding
question
1. Answer your question with a
statement.
1. Refine this statement into aworking
thesis

Relationships between teenagers and their

parents
How does the relationship between
teenagers and their parents change?
As teens grow more independent, they
resent and resist the limitation and
expectations their parents impose on them.
Conflict between teenagers and their
parents is a difficult but necessary stage in
kids' development.

1. Identify the subject of your paper

1. Turn your subject into a guiding

question

1. Answer your question with a

statement.

1. Refine this statement into aworking

thesis

Page Break
Interpreting Evidence That Supports Your Thesis
What They Do or Say
(Quotations or Examples)
"It was the becoming of him

What it Means
(Interpretations)
Damien has a new identity. It's

Why It's Important

(Discussion and Analysis)
When a person commits to a

and her, / OfJuniceand Damien,

and what more they / Could be
together than he had ever
dreamed / Alone. / It was not
the girl He loved, but the Them"
(118)

not justDamienanymore. It's

Damien andJunice.

"Deny thy father, and refuse thy

name, Or if thou wilt not, be but
sworn my love, And I'll no
longer be a Capulet" (2.1).

Juliet wants Romeo to choose

her over his family, and she is
willing to give up her loyalty to
her family to be with Romeo.

relationship, their identity and

even their hopes and plans can
change. They become less self
centered and more relationshipcentered. Part of maturing as an
adult is growing away from your
parents and starting your own
relationships.

Love and desire can overcome

family loyalties. While leaving
family is difficult and that family
might not support you, mature
love can begreat enough to
solidify the break from family.

Page Break
Outline for Paper
14. Introduction
15. Thesis Statement: Conflict between teenagers and their parents is a difficult
but necessary stage in kids' development.

16. Paragraph One

17. Topic sentence: Analysis: When a person commits to a relationship, their

identity and even their hopes and plans can change.

18. Quotations and Examples "It was the becoming of him and her, / Of Junice and
Damien, and what more they / Could be together than he had ever dreamed /
Alone. / It was not the girl He loved, but the Them" (118)

19. Interpretation Damien has a new identity. It's not just Damien anymore. It's
Damien and Junice.

20. Analysis summary They become less self centered and more relationshipcentered. Part of maturing as an adult is growing away from your parents and
starting your own relationships.

21. Paragraph Two

22. Topic sentence: Piece of Analysis

23. Quotations and Examples

24. Interpretation

25. Analysis summary

26. Paragraph Three

27. Topic sentence: Piece of Analysis

28. Quotations and Examples

29. Interpretation

30. Analysis summary

31. Conclusion
32. Why does this matter?