Professional Documents
Culture Documents
Grade 9
A Model Thematic Unit
(Semester II)
Unit Overview
As Middle Level students mature, they begin to reflect on themselves and their relationships with others,
including their friends and parents. They know what it is to be loyal to a friend and have a family that supports
them. They also know the challenges that friends, family, and other relationships can give them. They know
what it means to get into disagreements, be betrayed by a friend, hold a grudge, care for someone who does
not return that affection, tease and to be teased about a special friendship, and have parents who forbid that
they do certain things or spend time with certain people. This unit invites students to think more deeply about
the relationships that affect their lives and the role that loyalty and love play in those relationships.
The unit is organized around four focus questions with suggested resources included. (Time allocations given
are approximations only. Teachers can choose to spend more or less time on each part depending on the
needs and interests of their students.)
Understanding: Love and loyalty play a role in our relationships with friends, family, and special others.
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read,
comprehend, and respond to a range of contemporary and traditional grade-level texts from
First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a
variety of purposes including for learning, interest, and enjoyment.
CR9.1a View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The
Search for Self), social responsibility (e.g., Our Shared narratives), and efficacy (e.g., Doing the Right Thing).
CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g.,
Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g.,
Surviving and Conquering).
CR9.2a and CR9.2b Select and use the appropriate strategies to construct meaning before (e.g., formulating
focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g.,
analyzing and evaluating) viewing, listening, and reading.
CR9.3a and CR9.3b Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s
thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel
structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common
spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm
meaning.
CR9.4a View and demonstrate comprehension and evaluation of visual and multimedia texts including
illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to
glean ideas suitable for identified audience and purpose.
CR9.4b View and demonstrate comprehension of visual and multimedia texts to synthesize and summarize
ideas from multiple visual and multimedia sources.
CR9.5a Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of
texts including conversations, discussions, interviews, and speeches.
CR9.5b Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of
texts including directions and speeches, recognizing train of thought, main points, and presentation
techniques.
CR9.6a and CR9.6b Read and demonstrate comprehension and interpretation of grade-level-appropriate
texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and
other cultures to develop an insightful interpretation and response.
CR9.7a and CR9.7b Read independently and demonstrate comprehension of a variety of information texts
including expository essays, historical accounts, news articles, and scientific writing.
CR9.8a and CR9.8b Read grade 9 appropriate texts to increase fluency and expression (150+wcpm orally;
215-260 wpm silently).
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms
of representation to explore and present thoughts, feelings, and experiences in a variety of forms
for a variety of purposes and audiences.
CC9.1a Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for
Self), social responsibility (e.g., Our Shared Narratives ), and efficacy (e.g., Doing the Right Thing).
CC9.1b Create various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty,
Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and
Conquering).
CC9.2a and CC9.2b Create and present an individual researched inquiry project related to a topic, theme, or
issue studied in English language arts.
Assess and Reflect on Language Abilities (AR). Students will extend their abilities to assess and reflect
on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers,
readers, and writers, and set goals for future improvement.
AR9.1a and AR9.1b Assess personal strengths and needs as a viewer, listener, reader, representer, speaker,
and writer and contributions to the community of learners, and develop goals based on assessment, and work
toward them.
AR9.2a and AR9.2b Assess own and others’ work for clarity, correctness, and impact.
Language Resources
ResourceLines 9/10
Dictionary
Poetry
“Two Friends” (David Ignatow) (Some Haystacks Don’t Have Any Needles)
“The Art of Friendship” (W. A. Paterson) (The Art of Being)
“All” (Leona Gom) (SightLines 9)
“Instructions to My Mother” (Marilyn Dumont) (SightLines 9)
“The Masks of Love” (Alden Nowlan) (SightLines 9)
“Real Love” (Marlisa Tiedemann) (In Touch)
Plays/Scripts
“The Most Excellent and Lamentable Tragedy of Romeo and Juliet” (Identities 9)
Additional scenes from a full-length copy of Romeo and Juliet (e.g., ITP Nelson or Cambridge School
Shakespeare)
Prose Non-Fiction
Prose Fiction
Novels
Full-Length Non-Fiction
References
CR 9.1b “Relationships. That’s all there really is … You have to come to Note students’ willingness
terms … with those people around you, those people who care to participate, to share
for you …” (Leslie Marmon Silko) knowledge and insights,
and to reflect. Throughout
This unit invites you to think more deeply about the relationships this unit, students will be
that affect your life and the role that loyalty and love play in asked to take a stand and to
those relationships. As you mature, you begin to reflect on support their stand with
yourself and your relationships with others, including your reasons.
friends and parents. You know what it is to be loyal to a friend Students will need to return
and have a family that supports you. You also know the
to the focus questions
challenges that your friends, family, and other relationships give
throughout the unit. They
you. You know what it means to get into disagreements, be may wish to begin a
betrayed by a friend, hold a grudge, care for someone who does reflection page for each
not return that affection, tease and be teased about a girlfriend question and to make an
or boyfriend, and have parents forbid you to do certain things or initial statement of what
spend time with certain friends.
they are thinking at the
beginning of the unit. These
“Relationships are like pressures that push you in 36 directions of initial reflections can be
the compass.” (Diana Chang) compared to their insights
throughout the rest of the
Note: Share with students and caregivers/guardians expectations unit.
and overall grading plans for the unit. Highlight the key
resources that will be used during the unit. An interest survey could be
used to determine what
AR 9.1b Start a Class Language Profile that includes the language arts students like listening to,
skills and strategies as well as the language cueing systems. What reading, and viewing in
are the students’ language strengths? What are their needs? As their spare time. Categories
the students work through the unit, make anecdotal notes on the can be created for Non-
Class Language Profile in order to set teaching priorities. fiction (e.g.,
autobiographies,
CR 9.5b Use Book Talks to introduce students to full-length non-fiction biographies, science, how
and novels related to the theme. Consider whether these books to, politics, history,
should be read individually by students or as a group activity. geography, health, humour,
Also consider what response strategies and/or reading guides newspapers, magazines);
students could use to enhance their reading experiences. Fiction (e.g., mystery,
adventure, sports, animal,
Novels and full-length non-fiction resources related to this theme romance, fantasy, realistic
are listed in the bibliography and updates for this curriculum. fiction, story collections);
Poetry; Scripts (stage and
Relationships: Friends movie); and Other (e.g.,
Approximately 1 week cartoons and comics). If
students choose the
Focus Question 1: Why do people need each other? collections, an
CR 9.1b
“Independent Reading
CC 9.2b “A friend may well be reckoned the masterpiece of Nature.” Tracking Sheet” (Identities 9,
(Ralph Waldo Emerson) Teacher’s Guide) could be
used.
During Reading
CR 9.2b
CR 9.3b • To really understand the full meaning and significance of
something, we sometimes have to read texts more than once.
Because this is a “short” short story, try reading it four times to
see if you can understand its full meaning and message.
• First, read to get the gist of the story: How does Sandy try to fit
in? What changes her mind about wanting to fit in with this
crowd?
• Next, read it a second time and formulate a response to the
story: Did you find Sandy’s actions believable? Why or why
not? What is Sandy really like?
• Now, read it a third time to see what is between the lines of
the story: To make an inference you have to piece together
clues in the text and draw conclusions.
• Project the text and ask students to work with a partner to
explain these inferences:
o Line 1: Who speaks these words? How did you find out?
o Line 2: Who is Sandy? How did you find out?
o Lines 1-4: Where is Sandy’s goal? How did you find out?
o Lines 1-6: What is Sandy’s goal? How did you find out?
• Finally, read the story a fourth time to consider the elements
and techniques of the story: “Acceptance” is a complete story
with all the elements of fiction – setting, characters, plot (with
a problem and a beginning, middle, and end), point of view,
and theme (or message). Identify these elements.
After Reading
CR 9.2b
• Now draw some final conclusions. What is Sandy really like?
What makes you think so? Have you ever felt left out or
excluded from things? Explain.
Viewing
CR 9.4b
CR 9.2b • Consider the photograph that accompanies the story. “Read” This is an opportunity to
CR 9.3b and analyze the photograph. Apply the same strategies to note students’ viewing
viewing the photograph as you did to the reading of the text. strategies and to reinforce
the support of any
• First look at the photograph to get the gist of the photograph:
inferences and conclusions
What is the photograph telling?
drawn from the photo.
• Next, formulate your initial response to the photograph: With
Consider the “Viewing
whom in the photograph do you identify or sympathize?
Checklist” (Identities 9,
• Now view the photograph to see what is “between the lines”:
Teacher’s Guide).
To what part of the photograph is your eye drawn? Who are
the characters in this story? What might happen next?
Representing
CC 9.5b
CC 9.3b • Have students design a poster emphasizing the importance of Note students’ strategies
CC 9.4b being true to oneself. before/during/after. With
• Have students think about their audience, the tone (dramatic, the students, prepare a
serious, funny), a slogan (short, catchy phrase that attracts the rubric for self- and teacher
reader’s attention), and a visual. evaluation of the poster. Use
“Representing: Self- or Peer
Possible Mini-Lesson: Designing a Poster Evaluation” and
“Representing: Holistic
Focus Question 2: What does it mean to be a loyal and true Assessment Scale”,
friend? SightLines 9, Teacher’s Guide
CC 9.2b Approximately 1 week as a model.
We all need someone we can count on and lean on. We all need
someone who we can call “friend”… someone who is loyal and
true.
Listening to a Poem
Before Listening
CR 9.2b
• What does it mean to be a “real” friend? As students listen to
the poem, have them consider what is wrong with the
“friendship” presented in this poem.
During Listening
CR 9.2b Have students sketch or
• As you read the poem to the students, ask them to imagine the
CR 9.3b make jot notes as they
expressions on the faces of the two friends.
listen.
After the second reading,
After Listening
ask students to identify the
CR 9.2b point of the poem and to
• What picture did you have of the two friends? What do you
support their conclusion
imagine is the setting for this poem? What do you suppose is
with reasons that draw on
the attitude of each friend towards the meeting?
CR 9.5b the text of the poem. Have
• Have the students listen a second time to your reading of the
students use their charts to
poem. Often speakers and writers use irony. Irony is the
explain why the title is
difference between appearance and reality. What is ironical
ironic.
about the title of the poem? Have students prepare a graphic
organizer (chart) like the one below to record their response.
Before Reading
CR 9.2b
• The author of this poem highlights what many consider the
essential requirements for true friendship. Why do you think Have each student submit
this poem might have the title “The Art of Friendship”? his/her opinion and
rationale to support it.
During Reading
CR 9.2b • Read the poem once through. Note the first step in “the art of
CR 9.3b friendship” and then the various things one “should” do in
addition to this first step.
• Read the poem a second time making notes of the key words
to complete the following stem statement: “To be a friend you
should …”
After Reading
After Reading
CR 9.2b
• Have students revisit their original list of qualities that they
look for in friends. How many of these qualities were
demonstrated by the narrator or any of the other major
characters in the story? Which qualities were not
demonstrated? Will Donna and Anna remain friends? Why or
why not?
Short Story 2
CR 9.6b Suggested Resources: “On the Sidewalk Bleeding” (Evan
Hunter) (Crossroads 9) or a similar story about groups, cliques, or
gangs
Before Reading
CR 9.2b • To be a friend, “you should remember that we are human Use “Reading a Short Story:
magnets; that like attracts like, and that what we give, we get” Observation Checklist”,
but sometimes we seek out friends who can have a negative or “Strategies: Student Self-
bad influence on us. Consider Andy’s choice of “friends” and Assessment”, and “Journal
the consequences of their friendship. Response: Evaluation”
• Have students view the image on page 36. What does the (SightLines 9, Teacher’s
image suggest about the story? Guide) to evaluate students’
reading of this story.
During Reading
CR 9.2b
CR 9.3b
• Read the opening paragraph with the students. What
information does the writer give in this paragraph and what
information does he withhold in his opening three sentences?
Why?
Andy’s
Action Narrator
Thoughts/Feelings
Past Action
Present Action
After Reading
CR 9.2b
• Why did Andy join a gang and why does no one find Andy or
help him? What caused Andy to reject the gang before his
death? What conclusion can you draw from the police officer’s
comment at the end of the story?
• The writer carefully gave us a particular time sequence in the
story. How did this technique make the story believable?
Reflecting on Friendship
CR 9.3b
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• Have students reread “Acceptance” (Crossroads 9) and note
some of the qualifiers that Sridharan used for a particular effect
(e.g., cool, uncertainly, another, to the library).
Reflecting Activities
CC 9.6b
Have students choose one of the following activities: Students will need to return
• Of the characters that you have encountered so far, whom to their initial reflections on
CR 9.6b would you like to have as a friend? Why? Write a paragraph to the first two focus questions.
CC 9.9b your parent explaining your choice. What are their thoughts after
• Read “Crosswords” (Gina Douthwaite) (SightLines 9). Create having explored these
CC 9.8b your own crossword-style poem on friendship. questions? Have students
• Donna (in “Golden Girl”) and Andy (in “On the Sidewalk add their insights at this
Bleeding”) worked hard to be friends with Anna and with the point in the unit to their
members of the gang, respectively. Imagine that you are initial reflections.
Donna or Andy and are applying for the job of being a “best
friend” of Donna or Andy. Create a convincing letter of Create with students a
application for the position. rubric for evaluating their
final products for this
Relationships: Family section. The writing and
poetry rubrics already
CC 9.2b Focus Question 3: What does it mean to belong and to be developed could be used.
loyal to our family? “Writing Business Letters”
Approximately 1½ weeks (SightLines 9, Teacher’s
Guide) could be used to
“Families are like peanut brittle. It takes a lot of sweetness to hold create the rubric for the
all the nuts together.” (Preview of the movie Used People) letter.
__ There is one single description that fits all families. Review expectations for the
Reason: supporting statement – at
__ Family members have responsibility to each other and to the least one reason that
family unit. students can use to support
Reason: their opinion.
__ A parent should be a teenager’s best friend.
Reason:
__ All members of a family are equally responsible for the
protection of the family unit.
Reason:
__ Families are closer to each other on happy occasions than in Reinforce the use of
crisis. complete statements
Reason: (sentences), strong verbs,
__ Conflict is a given in a family. clear and appropriate
Reason: qualifiers.
__ A family maintains its unity by sharing mutual responsibility.
Reason:
__ The family as a whole must agree on how to solve problems.
Reason:
__ Above all, individuals must be loyal to the family.
Reason:
CR 9.6b Suggested Resources: “All” (Leona Gom) (SightLines 9) or a
similar poem about family and family relationships
Before Reading
CR 9.2b
• As we get older, our family relationships usually change,
especially with our parents. What does the visual that
accompanies the poem suggest about the poem’s topic and
tone?
CR 9.5b
• Listen to a reading of the poem. What memories are recalled in
the poem?
During Reading
CR 9.2b Consider “Reading a Poem:
• Read the poem and in one column of a two-column chart, list
CR 9.3b Observation Checklist”
the memories this family has of each other.
(SightLines 9, Teacher’s
Guide) or a variation of this
After Reading
to assess and evaluate
CR 9.2b students’ reading and
• What is the relationship that exists between the speaker of the
interpretation.
poem and his/her family? Is this a realistic picture of how a
Speaking
CC 9.6b
• “Are anybody’s parents typical” (Madelaine L’Engle)? What is Use a simple observation
your relationship with your parent(s) or guardian(s)? If we checklist to note each
could eavesdrop on a conversation between you and one or student’s ability to work
CC 9.7b your parent(s) or guardian(s), what would we hear? with another (e.g., listens
• Work with a partner to role-play a typical conversation attentively, contributes
between you and one of your parent(s) or guardian(s) (see actively, supports partner).
“Role Play” p. 179, ResourceLines 9/10 and “Observation
Checklist” #31). Create checklist similar to
“Role Play: Observation
Possible Mini-Lessons: Tone of Voice, Writing Dialogue, Role Play Checklist” #31 (SightLines 9,
Teacher’s Guide).
CR 9.6b Suggested Resources: “Instructions to My Mother” (Marilyn
Dumont) (SightLines 9) or a similar poem about relationships
between a mother or father and a son or daughter
Before Reading
CR 9.2b
• Have you ever felt misunderstood by your parent(s) or
guardian(s)? How do you respond when you feel
misunderstood?
During Reading
CR 9.2b
CR 9.3b • Read the poem silently twice.
CC 9.7b
• Now read it aloud to a partner using the appropriate tone of
CR 9.5b
voice. (Note that certain lines or phrases are indented. How
does this help you read the poem?)
• Ask your partner to read it aloud to you.
• With your partner, make a list of the pros and cons to show the
contrast between what the mother does and what the
daughter wants her to do.
After Reading
CR 9.2b
• Did you identify with the speaker or her experiences?
• Formulate some advice that you would give to your mother,
father, or other family member about parenting teenagers.
• Consider using sentence frames such as:
o I do not want my mother/father/guardian to … Instead, I Use rubric created earlier
want her/him to … with students to evaluate
o My mother/father/guardian does not want me to … poem, or use “Writing
Instead, she/he wants me to … Rubric” (Crossroads 9,
CC 9.9b Teacher’s Guide, p. 306);
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• After having made several statements, write a poem from your “Writing Poetry: Observation
CC 9.6b perspective giving instruction to your parent or guardian. Checklist” (SightLines 9,
• Meet in small groups and read the draft of your poem. Teacher’s Guide); or “Poetry
Checklist” (Identities 9).
Possible Mini-Lessons: Writing Process, Poetry Formats.
CR 9.4b
Suggested Resources: “Zits” (Jerry Scott and Jim Borgman)
CR 9.6b (Crossroads 9) or a similar comic strip about the trials and
tribulations in the life and relationships between parents and
teenagers
CR 9.3b • In “Zits” (Crossroads 9), Jerry Scott and Jim Borgam have
combined four kernel sentences (each with its own verb and
subject) into one sentence. “I woke up this morning. I did my
stuff. I got dressed. I went downstairs.” These four sentences
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now read: “I woke up this morning, did my stuff, got dressed,
and went downstairs.” Combining kernel sentences can add
variety to your speaking and writing.
CC 9.4b • Consider, for example, how you might describe one of your
morning rituals (“I did my stuff”) such as showering. Combine Evaluate the clarity and
each of the following clusters of kernel sentences into one correctness of each
sentence and then sequence the sentences into a short sentence.
paragraph.
o Cluster One: I stepped into the shower. I closed the door. I
turned the faucet.
o Cluster Two: The water flowed over my head. It flowed
down my body. The water came in sheets. The sheets were
warm.
o Cluster Three: I relaxed under the noise of rushing water. I was
unable to think about anything.
o Cluster Four: I hummed to myself. I turned slowly. I turned
under the showerhead. The showerhead gushed.
o Cluster Five: I closed my eyes. Everything seemed simple.
The simplicity was perfect.
o Cluster Six: There was nothing but sensation. The sensation
was pure.
o Cluster Seven: I stood that way. The stand was for a long
time. I listened to the sound. The sound was of water. The
water gurgled down the drain.
(Modelled after “Morning Shower”, Sentence Combining: A
CC 9.4b Canadian Composing Book by William Strong.)
CC 9.6b • Encourage students to combine the sentences, listen to them,
say them aloud, and experiment with the structures. Once
writers have a paragraph that they like, have them compare
their sentences with those of other students. Which sentences
sound best? Why?
• Sometimes, when we combine ideas of equal importance that
are about the same or similar subject, we can connect them
with “and” or “but”. For example,
o The water was hot. The soap was foamy. The water was hot
and the soap was foamy.
o I like a shower. My sister prefers a bath. I like a shower, but
my sister prefers a bath.
CC 9.45b • Which of the following sentences would you connect with
“and” or “but” and which pair would you not connect with
these words (and why)?
CC 9.6b o I wanted to use the shower first. My dad said I could not.
o I found the soap. I found the towel.
o I turned on the tap. The tap used to drip.
o I looked in the cabinet. There was my shampoo.
• “And”, “but”, and “or” are connecting words that join ideas of
equal importance. Many of us, however, overuse or misuse
these words, particularly “and” and “but”.
CC 9.4b • Consider the following paragraph. What would you
CC 9.6b recommend that the writer does to break the “and” habit.
I was ready to leave the house today, and I was talking to
my dad, and I heard him say that he would be late for
18 Saskatchewan Ministry of Education | www.curriculum.gov.sk.ca
work. And I said that I would be late for school, and I guess
he thought that I was too long in the shower, so he started
yelling at me. So I started to say that it was not my Evaluate the written
problem, and he started to say that I was always too slow product for correction of the
getting ready for school, and that made both of us late. “and” and “but” overuse.
And then I remembered that he had spent too long
listening to the news on the television, and that he could
not find his shoes, and he had to change a sock because it
had a hole in the toe, and he had not prepared his lunch
bag. And I was about to point this out, and then I noticed
that he had a smile on his face. And I stopped, and he
stopped, and we laughed.
• During this unit, take a close look at your written work to see if
you are overusing “and”, “but”, and “so”.
What is “love”? Write a personal definition of “love”. Consider Have students note their
CC 9.6b what it looks like, feels like, and how people in love act. What is initial reflection to the
CC 9.2b the difference between infatuation (e.g., in “Golden Girl”) and fourth focus question.
“real” and “true” love? Remind students to add to it
as they work through this
Love Opinionnaire section.
Before Reading
CR 9.2b • This lyric poem is about an ordinary event but it expresses a
moment of intense emotion for the speaker.
• Although the words “mask” and “love” will not appear in the
poem, they are used in the title. What do masks do? How and
why do we use our facial expressions to mask our true
feelings?
After Reading
CR 9.2b • With a partner, role play the answer the speaker might give to Use a simple observation
CC 9.6b “them” and how “they” might respond. checklist to note each
• Why did you enjoy or not enjoy this poem? student’s ability to work
with another (e.g., listens
What role should parents play in love? attentively, contributes
actively, supports partner).
CC 9.6b Conduct a two-sided survey. Consider two questions:
Use checklist similar to “Role
(1) What are the specific qualities that describe the perfect Play: Observation
lifelong mate for you? Checklist“#31 (SightLines 9,
(2) What are specific qualities that you think your parents want Teacher’s Guide).
for you to find in a lifelong mate?
Encourage support of all
Now, share these two questions with your parent(s) or guardian(s): conclusions with direct
evidence from survey.
CC 9.6b (1) What specific qualifies do you hope your son/daughter finds
in a lifelong mate?
(2) What qualities do you think your son/daughter values most
in a lifelong mate?
How similar or different are your views? What did you find?
Before Reading
CR 9.2b • It has been said that “friendship is the first step towards falling
in love”? Do you agree?
During Reading
CR 9.2b
CC 9.3b • Read the poem silently and then aloud to a partner. In your
CC 9.7b second reading, indicate through your expression the tone of
voice that you think the speaker might use.
After Reading
CR 9.2b
• Why did you enjoy or not enjoy this poem?
• Did you find it more or less powerful than “The Masks of Love”?
Why or why not?
CR 9.6b • Review each of the poems and stories that you have read in
this section on “someone special”. Make one or two summary
statements about each selection.
22 Saskatchewan Ministry of Education | www.curriculum.gov.sk.ca
CC 9.3b • Now create a paragraph that begins with the topic sentence: Establish criteria for the
CC 9.4b “There are different views on love.” paragraph similar to that
• Use your summary sentences to write the rest of the paragraph used with the essay (i.e.,
and then create a concluding sentence that summarizes what Criterion 1: Message and
you have learned from the different viewpoints. Quality
• Revise your paragraph, paying particular attention to the Criterion 2: Organization
sentence clarity and variety. and Coherence
Criterion 3: Language
A Hard Lesson in Relationships Choices (e.g., Tone)
Approximately 2 weeks Criterion 4: Conventions).
CR 9.5b If students are not familiar with drama and theatre, teachers may
CR 9.3b wish to review the elements of drama including: Script (the
written form of the play containing stage directions and dialogue
often divided into acts and scenes), the parts of a stage (C
[centre], UR [up right], UC [up centre, UL [up left]), and the
elements of spectacle (i.e., the lights, sets, curtains, costumes,
makeup, music, sound effects, properties, and movements of the
actors including any special movement such as mime or dance).
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CC 9.9b Students may wish to start a Scene Log (highlighting when and The log can be used as a
where the scene takes place, the characters in it, what happens, running check of students’
any thoughts and comments) and a Character Log (noting key understanding of the play.
points about the character, reasons for choosing these/any
quotations), or they may wish to create a diary for a character of
their choice.
Use a simple observation
Throughout this study of Romeo and Juliet, help students consider checklist to note each
the relationships and the themes of love and loyalty. Help students student’s abilities to work
understand the events of the play but keep the emphasis on the with each other (e.g., listen
characters, their motivations, actions, decisions, and the attentively, contribute
consequences. actively, support each
other).
CR 9.6b Prologue (Identities 9, p. 176 or other version of the play)
CR 9.3b • Throughout this part of the unit, help students understand the Have students begin a log of
key words and phrases found in the play (e.g., avenging, their new and interesting
citizen, banishment, feud, dejectedly, exile, foul, friar, “Shakespearean” words.
monastery, nunnery, spited, vial) as well as the colourful terms
and phrases for which Shakespeare is renown (e.g., slug-a-
bed).
24 Saskatchewan Ministry of Education | www.curriculum.gov.sk.ca
• What words, phrases, or sentences in the prologue most
clearly indicate the atmosphere at the beginning of the play?
ACT I
CR 9.6b You are a young woman or man very much in love with your Students should be able to
boy/girlfriend. You are confident that one day you will marry demonstrate a good
each other but your family does not approve of your understanding of the main
boy/girlfriend or his/her family. Do you obey your family or idea, express an
follow your heart? interpretation supported
with textual information,
Have students read the synopsis section and consider the express opinions with
questions: justification, and consider
and respect opinions
CR 9.6b • What does this act remind you or make you think of? offered by others.
• What is your impression of Romeo or Juliet based on this act?
• What did you find out about the characters’ personalities?
CR 9.5b Read the synopses and script excerpt (Identities 9, p. 177 or Act I,
Scene V excerpt from another version) aloud to the students,
CR 9.4b explaining the terms and ideas as you go. Use the “Pause and
Think” strategy, footnotes, and prompt question provided.
Now, view the opening scenes of a movie version of Romeo and
Juliet (e.g., Franco Zeffirelli’s version). Pause after Act I, Scene I
and help the students prepare and complete a chart that
identifies the characters loyal to the Capulets and those who are
loyal to the Montagues, as well as any other characters they
encounter. Have students add to their chart as they encounter
new characters during the play.
CC 9.5b In a group of four, read aloud the Prince’s speech (Act I, Scene I,
lines 72-94) (“Rebellious subject, enemies to peace”). Have each
person speak one line only, then “hand on” the next line to the
next person. Read it again around the group, but this time, when
your turn comes, say only one word from each of your lines (the Possible speaking
CC 9.7b word that you think is most important). Think about the words evaluation.
chosen and the tone in which you think the Prince speaks Possible viewing evaluation.
(Gibson, 2002, p. 8).
View the rest of the act. Consider and read aloud Act I, Scene IV,
lines 25-26. How does Romeo define ”love”? Do you agree with
him? Why or why not?
Reflecting on Act I
CR 9.3b These activities give students an opportunity to have ownership Comprehension and
for the play and to consolidate their understanding of each act. response to Act I check.
Have students choose one activity that appeals to them and
that will help them show that they have understood the play so Begin a grid such as that
far. illustrated in Appendix B for
students to map their
• Imagine you are an editor for a newspaper. Your job is to write consolidating activity for
brief, memorable headlines for each of the five scenes of Act I. each act.
Make your five headlines as accurate as possible using words
similar to those Shakespeare might have used or those that
you might see in a contemporary paper (or tabloid)
(Cambridge, 2002, p. 46).
• Imagine that you are Lady Capulet. Write a party invitation for
the feast held in your home in Act I. Describe the food,
dancing, and other activities in such a way as to make your
invited guests look forward to the party (Farrell, 2001, p. 325).
• Assume that you are Romeo or Juliet at the end of Act I. Write a
personal letter to the other person you have met at the feast.
Be sure to express your feelings about the other person as well
as your hopes and fears for the future (Farrell, 2001, p. 325).
• Play the role of an advice columnist to whom Romeo has
written for help with his troubles in love. He has described his
initial love for Rosaline, who felt no love for him, as well as his
new love for Juliet, who returns his love but is the daughter of
his father’s enemy. He asks, “What should I do?” What advice
would you have for Romeo? Write an advice column including
Romeo’s letter and your response (Farrell, 2001, p. 325).
CC 9.9b • Shakespeare refers to several characters from traditional
narratives in Act I. Choose one of these and research the legend
behind it: Queen Mab, a fairy queen of English and Welsh
legend; Diana, the Roman goddess of chastity and the hunt; or
Cupid, the Roman god of love. Prepare a brief oral presentation
and share what you have learned with your class. You may want
to include visuals that depict your character (Farrell, 2001, p.
325).
ACT II
CC 9.7b • Have students select three or four lines from Act II that appeal Have students use the
CC 9.9b to them. Instruct students to write these lines on a sheet of Consolidating Learning Log
CC 9.5b paper and then listen again to an audio or video recording of found in Appendix B to map
the lines to get a sense of their cadence. Have the students their consolidating activity
practise saying the lines and then learn them by heart. In for each act.
groups of three or four have students work out a way of
presenting their lines together with the favourite lines of the
other students. When sufficiently practised, have students
recite to the entire class or on audio recordings that can be
played to the class.
• Imagine that you are Juliet. Write a diary entry that she might
have written after the balcony scene in Act II, Scene II.
• Friar Laurence goes against the wishes of the Capulets and
Montagues in marrying Romeo and Juliet, and helps deceive
the families as well, in order to accomplish what he believes is
a worthy goal. Does “the end justify the means”? Do you
agree? In a paragraph, explain.
• Rewrite the dialogue between Romeo and Juliet in Act II,
Scene II, lines 2-60 in modern language, as you would use to
speak to a peer. Practise reading it aloud. Which version is
more dramatic? The original or yours? Why?
ACT III
CR 9.6b
Trouble again heats up between the Capulets and the
Montagues. Mercutio and Benvolio meet Tybalt in the street.
They taunt each other. When Romeo enters, a fight breaks out.
The result is the death of both Tybalt and Mercutio. Have
students read silently the synopsis for Act III (Identities 9, p. 183).
CR 9.6b
or Scene I: Read Scene I, lines 30-128 (Identities 9) to students or
CR 9.5b have them listen to an audio recording. Have the students
describe the fight in their own words and consider who caused
the fight. How do they think the Capulet family will respond?
How will this influence the parents’ reaction to news of the
wedding? How might the story have differed if Tybalt were killed
instead of Mercutio?
CC 9.7b
In groups of four, have each student take a part – Benvolio,
Mercutio, Tybalt, Romeo. Two are to pick a quarrel (fight); two
wish to avoid one. Have students read through lines 30-65 to
gain a feeling of what’s happening. Next, each person speaks
only the words that are intended to avoid or provoke a quarrel.
Change parts and repeat the activity to see if the same words are
chosen. How do the words we choose tend to start a fight or
avoid it (Gibson, 2002, p. 92)?
CR 9.6b
Finally, consider Romeo’s line 127, “O, I am fortune’s fool” – What
does he mean?
CR 9.4b
View a video of Scene 1.
CR 9.4b
or Have students view or listen to the rest of the act. Use the Possible oral language
CR 9.5b following outline as a viewing or listening guide. check.
• Scene II: How does the Nurse demonstrate her love and loyalty
CR 9.2b to Juliet?
CR 9.3b
Saskatchewan Ministry of Education | www.curriculum.gov.sk.ca 29
• Scene III: Friar Laurence brings news to Romeo that he is
banished for killing Tybalt and Romeo talks of suicide (lines 1-
106). Pause the video and have students consider what advice
they would give Romeo. How does this compare with the
advice that Friar Laurence does give? What is the Friar’s plan?
Have students summarize it in their own words.
• Scene IV: The scene is full of dramatic irony. The audience
knows something the character does not know. As Lady
Capulet plans Juliet’s marriage she is eagerly awaiting her
husband Romeo in her bedroom. Identify five examples of
dramatic irony in the scene and suggest what makes each
ironic.
• Scene V: How do the Capulets respond? What does the
arranged marriage suggest to you about male-female
relationships in Verona? If you are female, what would you do
if you were suddenly told that your father had arranged a
marriage for you to a man you barely know? If you are male, do
you think fathers should decide who their daughters should
marry?
• What should Juliet do? If Juliet were a friend of yours today,
what advice would you give her at this point?
ACT IV
CR 9.5b
Juliet’s father announces that she will wed Paris. How must she
feel? What can she do?
CR 9.6b
or Review the synopsis of Act IV (Identities 9, p. 189). View or listen
CR 9.4b to Act IV, Scene I and then ask students to consider, in groups of
three to five, lines 77-86 in Scene I. Juliet says she is prepared to
do at least six things rather than marry Paris. What are
they and what are some of the things the students would rather
do than marry someone not of their own choice?
CR 9.tb In Scene II, Juliet deceives her father. View or listen to Scene II.
or Talk about whether you think it is right to lie to your parents.
CR 9.4b When might you deceive your parents?
Explain why you think the Friar’s and Juliet’s actions were wise or
foolish. What alternate plan might you have suggested if you
were Juliet’s friend?
CR 9.6b Read Act IV, Scene III (Identities 9, pp. 187-188). Have students
consider the “Pause and Think” question. When an actor makes a
speech alone on the stage, s/he uses a soliloquy. How does this
technique help the audience feel Juliet’s situation at the end of
Act IV, Scene III?
ACT V
CR 9.5b The play comes to an end in Act V. Have students view Act V,
Scenes I and II. In Scene I, Romeo is informed that Juliet is dead
and has been placed in the Capulet monument. He is determined
to join her in death and convinces an apothecary to sell him
poison. In Scene II, Friar Laurence is worried about the
consequences of the undelivered letter and again writes to
Romeo.
CR 9.6b Ask students to consider Romeo’s line, “Well, Juliet, I will lie with
thee tonight” (line 34). Is Romeo brave or foolish or ...? Does he
really have any alternative? In Scene III, the play ends. Read with
the students the summary of Act V, the synopsis, and the excerpt
from Scene III in Identities 9 (p. 189). What happens and who does
the prince hold responsible for the tragedy?
CR 9.4b Have the students view or listen to a recording of Scene III. What
or do they think of the ending of Romeo and Juliet? How has
CR 9.4b Romeo’s understanding of love matured from when he first
spoke of his love for Rosaline? How is Romeo’s more mature
understanding of love contrasted with Paris’ idealistic view of
love (Act V, Scene III, lines 1-21)? How could Shakespeare have
ended this story differently?
CC 9.7b • Did Romeo and Juliet die in vain? Why or why not? Discuss.
• What message does this play teach about relationships and
love? What might be the moral or theme of the play? Discuss.
Self-Assessment
AR 9.1b
AR 9.2b • Ask students to reflect on their learning. As you worked
through this unit, what did you learn?
• Consider the focus questions:
o Why do people need each other?
o What does it mean to be a loyal and true friend?
o What does it mean to belong and be loyal to our family?
o What does it mean to be in love?
• How well did you complete your assignments?
• What were your strengths? What do you need to work on in
the next unit?
• Did you work collaboratively with others?
• What have you learned about the English language?
Peer Assessment
Act II
Comments:
Act III
Comments:
Act IV
Comments:
Act V
Comments:
Concluding Activity