English/ Social StudiesInterdisciplinary UnitRomeo and Juliet Melanie Werner & Marie La Pollo (English) Dominique Monaco (Social Studies) Molloy College EDU 537 Professors. Blair and Sheehan
Understanding By Design • Backwards design • Six facets of understanding: • Explain • Interpret • Apply • Have Perspective • Empathize • Have Self-Knowledge • http://www.ers.org/ERSBulletins/0399f.htm
Backwards Design • 3 Stages : • Stage 1: Identify desired outcomes and results. • Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). • Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. "Understanding by Design," Wiggins and McTighe (1998)
Essential Question • “Is Romeo and Juliet a story of its time or just another love story?” • Purpose: to compare and contrast the major literary themes of Romeo and Juliet to historical perspectives of the Renaissance era.
English Unit • Love and Hate in a Conflict • Characterization • Oxymoron • Metaphor • Imagery • Foreshadow • Shakespearean Sonnet • Text to Film Comparison • Tragedy • Gender Role Expectations • Fortune vs. Fate • Fate vs. Free Will
Social Studies Unit Essential Question: “Why was the Renaissance considered an era of rebirth?” • The Social Studies unit is designed to give students a historical perspective of the time period in which Romeo and Juliet lived. • Some of the main ideas that will be discussed can be summarized by the following terms: • Humanism, Secularism, Politique, Geography, Literacy, Feudalism, and Art and Architecture. • Students will be assessed through a unit test, and group collaboration of a mock town hall meeting where citizens will discuss their displeasure and problems with society during the Renaissance period.
Differentiating Instruction • Students will be working collaboratively in a group for a final project: • Funeral • Town Hall Meeting • Other strategies and techniques used: • Journal Writing Prompts, Think Pair Share, Anticipation Guides, Graphic Organizers, Role Play, Reciprocal Teaching, Debate, Class Discussion, Group Activities, Predictions, Letter Writing, Film Comparison, Essay Writing, Alternate Endings, etc.
Student Projects • Funeral for Romeo and Juliet • Eulogies • Music Lyrics, Poetry, etc • Town Hall Meeting • Social Classes vs. Catholic Church Assessment based on creativity, knowledge of the text, and knowledge of the time period,
Newsletter to Students' Parents Newsletters sent to parents to introduce the new unit plan. Parents are made aware of projects, important vocabulary, texts that are being read in the classroom, as well as teacher contact information.
Flyer for Romeo and Juliet’s funeral Invites students to take part in the Funeral of Romeo and Juliet.
Case Study Glenn Julie • Spina Bifida-Paralyzed in both legs, confined to a wheelchair. • Unable to grasp abstract concepts. • Indecipherable Handwriting. • Poor fine motor coordination. • Disorganized • Difficulties in lecture style settings. • Popular with classmates, faculty, and staff • Verbal abilities stronger than performance • Struggles: Fluency, Vocabulary Recognition, and Comprehension. • Anxious in testing situations. • Incomplete assignments. • At risk of failing English and Social Studies. • Accomplished communicator. • Normal physical development. • Accomplished artist. • Strong auditory and visual learner. • Good in small cooperative group settings.
Adaptations Glenn Julie • Access to technology • Role of Speaker • Pre-designed folders for organization. • Provide copies of lectures, presentations, power points, notes, etc • Extra test time. • Tests in the resource room. • Vocabulary lists • Pictures for words • Role of Speaker • Artistic Expression for assessments.
Resources • Classroom Strategies: Anticipation Guide. (2008). Retrieved November 6, 2009, from Reading Rockets: http://www.readingrockets.org/strategies/anticipation_guide • Fischer, B. (2009). Feisty town hall meetings are part of our history. Retrieved November 15, 2009, from Penn Live: http://www.pennlive.com/letters/index.ssf/2009/08/feisty_town_hall_meetings_are.html • Guisepi, R. A. (n.d.). The Renaissance: Beginning and Progress of the Renaissance. Retrieved November 5, 2009, from History of the Renaissance: http://history-world.org/renaissance.htm • History of the Renaissance. (2001). Retrieved November 22, 2009, from History World: http://www.historyworld.net/about/sources.asp?gtrack=pthc • Shakespeare, W. (2009). Romeo and Juliet. New York: Penguin. • Wiggins, G., & McTighe, J. (2005). Understanding By Design 2nd ed. New York: Prentice Hall.