How much progress has Claudette made at the end of "St. Lucy's Home for Girls Raised by Wolves"? Ninth graders note evidence for and against Claudette's successful adaptation into human society with a graphic organizer. Additionally,...

How does our moral reasoning shape our identity? After a study of Kohlberg's Levels of Moral Reasoning, readers use Kohlberg's theories to analyze the speech, thoughts, and decisions of a character in A Separate Peace. They then...

How does word choice influence the meaning and tone of a text? To answer this question, class members listen to a masterful reading of a passage from David Mitchell's Black Swan Green and then work with a partner to conduct a close...

What is the source and meaning of beauty? As part of their reading of David Mitchell's Black Swan Green, class members analyze Madame Crommelynck's conversation with Jason to determine how the conversation about beauty develops a central...

To prepare for the end-of-unit multi-paragraph essay, class members review Rainer Maria Rilke's collection, Letters to a Young Poet, and David Mitchell's Black Swan Green and identify central ideas in both texts. Writers then formulate a...

Class members continue their discussion of David Mitchell's Black Swan Green, focusing on how the author uses the conversation between Jason and Madame Crommelynck to refine his central idea of the meaning of beauty.

As an end-of-unit assessment, class members craft a formal, multi-paragraph essay identifying a similar idea found in Rainer Maria Rilke's collection, Letters to a Young Poet, and David Mitchell's Black Swan Green. Writers state and use...

The interpretation of a poem often lies in the mind of its reader, especially when reading the tone. Focus on author's word choice, middle schoolers read four different poems and briefly state a perceived tone for each, along with the...

Tone and mood are easy to use interchangeably—and yet they are very different elements of literature. Help middle schoolers discern between the way a speaker feels about his or her subject and the way the audience is meant to feel with a...

Class members begin their study of Romeo and Juliet by examining the words Shakespeare chooses in the Prologue to Act I to create the tragic tone of his famous play about star-crossed lovers.

Class members watch the clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Pairs then examine Act 1, scene 3, lines 64–100, and consider how Shakespeare develops...

After viewing a clip from Baz Luhrmann’s Romeo + Juliet in which major characters are introduced, and the violence between the Montagues and the Capulets is depicted, the class reads Act 1, Scene 1, lines 158-202. Groups then analyze the...

Class members listen to a masterful reading of Act 1, Scene 1, lines 203-236 of Romeo and Juliet and then break into groups to examine how Shakespeare uses figurative language to develop Romeo's idealized concept of beauty.

Class members continue their study of Romeo and Juliet by watching scenes from Baz Luhrmann’s Romeo + Juliet and then examining the figurative language Shakespeare uses in Act 1, scene 5, lines 92–109 when Romeo and Juliet meet at the ball.

The balcony scene from Romeo and Juliet takes center stage as class members consider the structural choices Shakespeare makes, i.e., having Romeo appear first in the scene and having Juliet appear unaware that Romeo is listening to her...

How does Shakespeare use dialogue to develop the idea that the star-crossed lovers are more concerned with their relationship as individuals than they are with their roles as children of warring families? That is the question facing...

As a mid-unit assessment, class members craft an in-class essay response to the prompt: "How does Shakespeare’s development of the characters of Romeo and Juliet refine a central idea in the play?"

After viewing Baz Luhrmann’s depiction of Romeo and Juliet's marriage, the class listens to a recording of Act 3, Scene 1, lines 59–110. Then, groups consider how Shakespeare develops Romeo’s character through his interactions with...

The study of Romeo and Juliet continues as pairs use the provided summary tool worksheet to record evidence of how Shakespeare uses dramatic irony to heighten the tension in Juliet's soliloquy in Act 3, scene 2, lines 1–31.

Readers examine the conversation between Friar Laurence and Romeo in Act 3, scene 3 of Romeo and Juliet and consider how Shakespeare's word choices impact the development of Romeo's character.

After watching the scene from Romeo + Juliet in which Juliet argues with her parents because she does not want to marry Paris, groups do a close reading of Act 4, scene 1, lines 44-88, examining the word choices in the conversation...

"Thus, with a kiss, I die." After viewing a film clip of the events leading up to Romeo's suicide, class members analyze Act 5, scene 3, lines 88-120, in which Romeo drinks the apothecary's poison.

Where does Friar Laurence's loyalty lie? After listening to a reading of Act 4, scene 1, lines 89-126 of Romeo and Juliet, groups examine the details of Friar Laurence's plan.

Romeo and Juliet, Act 5, Scene 3, lines 139-170, is the focus of this day's lesson plan. Readers examine the dramatic irony in Juliet's comments and consider how "lamentable chance" caused by a "greater power" plays a role in the tragedy.