1. Unit: Romeo and Juliet vs. West Side Story Subject: Performing Arts Subject: Performing Arts Grade: Eighth Grade Grade: Eighth Grade Instructional Goal: Students will compare Romeo and Juliet to West Side Story. Instructional Goal: Students will compare Romeo and Juliet to West Side Story. Created by: Mrs. Danielle LeNoir Created by: Mrs. Danielle LeNoir

2. Music Standards: Standards and Grade Level Expectations Music Standard VII: Evaluating music and musical performances Music Standard VII: Evaluating music and musical performances GLE 7.4 Discuss and evaluate the relationship between music and human emotions GLE 7.4 Discuss and evaluate the relationship between music and human emotions Music Standard VIII: Making connections between music, the other arts, and other curricular areas Music Standard VIII: Making connections between music, the other arts, and other curricular areas GLE 8.3 Make connection with other disciplines as they relate to music GLE 8.3 Make connection with other disciplines as they relate to music Music Standard XI: Understanding music in relation to diverse cultures, times, and places Music Standard XI: Understanding music in relation to diverse cultures, times, and places GLE 9.6 Identify and explain the characteristics that cause a musical work to be considered culturally, historically and/or geographically significant. GLE 9.6 Identify and explain the characteristics that cause a musical work to be considered culturally, historically and/or geographically significant.

3. Theatre Standards, Dance Standards, and Grade Level Expectations Theatre Standard VII: Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances Theatre Standard VII: Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances GLE 7.4 Explain how dramatic elements (plot, character, action, diction, music, spectacle, Aristrotle’s “Poetics”) combine to make a whole. GLE 7.4 Explain how dramatic elements (plot, character, action, diction, music, spectacle, Aristrotle’s “Poetics”) combine to make a whole. Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places GLE 8.2: Analyze dramatic works in the context of the culture, times, and places GLE 8.2: Analyze dramatic works in the context of the culture, times, and places Dance Standard III: Understanding dance as a way to create and communicate Dance Standard III: Understanding dance as a way to create and communicate Meaning Meaning GLE 3.1 Take an active role in a class discussion about interpretations of and reactions to a dance GLE 3.1 Take an active role in a class discussion about interpretations of and reactions to a dance GLE 3.2 Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance GLE 3.2 Observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance GLE 3.7 Formulate and answer questions about how movement choices communicate abstract ideas in dance GLE 3.7 Formulate and answer questions about how movement choices communicate abstract ideas in dance

4. Reading and Writing Common Core State Standards Reading Standards for Literature Grade 8 Reading Standards for Literature Grade 8 Key Ideas and Details Key Ideas and Details 1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Reading Standards for Informational Text 8 Reading Standards for Informational Text 8 Key Ideas and Details Key Ideas and Details 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Writing Standards 8 Writing Standards 8 Text Types and Purposes Text Types and Purposes Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful to aiding comprehension.

5. WEST SIDE STORY DAY 9 Students need their music folder, comparison chart, WWS character chart,and a pencil on their desk. Activating Strategy: Think-Write-Discuss: What do you know about the musical West Side Story (characters, scene, plot)? Instructional Activity: Students will watch West Side Story 0-30. Essential Question: How would you describe the setting of the West Side Story Musical? Today students will: watch West Side Story and complete the WSS character chart. discuss the character’s, plot, and facts pertaining to the story. complete the WWS setting portion of the Comparison Chart. answer and discuss the essential question.

6. Day 9 Activating Strategy: Think-Write-Share Answer the question in your learning log. Answer the question in your learning log. What do you know about the musical West Side Story (characters, scene, plot)? What do you know about the musical West Side Story (characters, scene, plot)?

7. West Side Story Character Chart JetsSharks Character List Puerto Rican Riff Chino Tony Anybody Ice Officer Krupke Lieutenant Schrench American Bernardo Anita Maria Baby John Non-gang Members

8. DAY 9: Essential Question How would you describe the setting of the West Side Story Musical? How would you describe the setting of the West Side Story Musical?

9. Day 9 Summarizing Activity Comparison Chart: Students will complete the West Side Story setting portion of the Romeo and Juliet vs. West Side Story Comparison Chart. Comparison Chart: Students will complete the West Side Story setting portion of the Romeo and Juliet vs. West Side Story Comparison Chart. Character Chart: Students will complete the West Side Story character chart. Character Chart: Students will complete the West Side Story character chart.

10. WEST SIDE STORY DAY 10 Students need their music folder, comparison chart, WWS character chart,and a pencil on their desk. Activating Strategy: Think-Write-Discuss: How would you describe the setting of the West Side Story Musical? How would you describe the two gangs and who are their leaders? Instructional Activity: Students will watch West Side Story 30-102. Essential Questions: Who are the characters in West Side Story and which gangs are they associated with? Who is the first meeting between and where is the meeting taking place? Today students will: watch West Side Story and complete the character chart. discuss the character’s, plot, and facts pertaining to the story complete the WWS first meeting portion of the comparison chart. answer and discuss the essential questions.

11. Day 10 Activating Strategy: Think-Write-Share Answer the question in your learning log. Answer the question in your learning log. How would you describe the setting of the West Side Story Musical? How would you describe the setting of the West Side Story Musical? How would you describe the two gangs and who are their leaders? How would you describe the two gangs and who are their leaders?

12. DAY 10: Essential Question Who is the first meeting between and where is the meeting taking place? Who is the first meeting between and where is the meeting taking place?

13. Day 10 Summarizing Activity Comparison Chart: Students will complete the WWS first meeting portion of the comparison chart. Comparison Chart: Students will complete the WWS first meeting portion of the comparison chart. Character Chart: Students will complete the West Side Story character chart. Character Chart: Students will complete the West Side Story character chart.

14. WEST SIDE STORY DAY 11 Students need their music folder, comparison chart, WWS character chart,and a pencil on their desk. Activating Strategy: Entrance Ticket: How would you describe the first meeting between Tony and Maria? Instructional Activity: Students will watch West Side Story. 1:03-1:36 before the rumble Essential Question: How would you describe the marriage between Tony and Maria? Today students will: watch West Side Story and complete the character chart. discuss the character’s, plot, and facts pertaining to the story complete the WWS marriage portion of the comparison chart. answer and discuss the essential questions.

15. Day 11 Activating Strategy: Entrance Ticket Answer the question in your learning log. Answer the question in your learning log. How would you describe the first meeting between Tony and Maria? How would you describe the first meeting between Tony and Maria?

16. DAY 11: Essential Question How would you describe the marriage between Tony and Maria? How would you describe the marriage between Tony and Maria?

17. Day 11 Summarizing Activity Comparison Chart: Students will complete the WWS marriage portion of the comparison chart. Comparison Chart: Students will complete the WWS marriage portion of the comparison chart. Character Chart: Students will complete the West Side Story character chart.

18. WEST SIDE STORY DAY 12 Students need their music folder, comparison chart, WWS character chart,and a pencil on their desk. Activating Strategy: Entrance Ticket: Why are the Jets and Sharks planning to fight? Instructional Activity: Students will watch West Side Story. 1:36-2:11 message Essential Question: How would you describe the rumble scene? Today students will: watch West Side Story and complete the character chart. discuss the character’s, plot, and facts pertaining to the story complete the WWS conflict/rivalry portion of the comparison chart. answer and discuss the essential questions.

19. Day 12 Activating Strategy: Entrance Ticket Answer the question in your learning log. Answer the question in your learning log. Why are the Jets and Sharks planning to fight? Why are the Jets and Sharks planning to fight?

20. DAY 12: Essential Question How would you describe the rumble scene? How would you describe the rumble scene?

21. Day 12 Summarizing Activity Peer Share: Students will discuss with their table partner the following question: Why would you describe the rumble scene? Peer Share: Students will discuss with their table partner the following question: Why would you describe the rumble scene? Comparison Chart: Students will complete the WWS conflict/rivalry portion of the comparison chart. Comparison Chart: Students will complete the WWS conflict/rivalry portion of the comparison chart.

22. WEST SIDE STORY DAY 13 Students need their music folder, comparison chart, WWS character chart,and a pencil on their desk. Activating Strategy: Entrance Ticket: How would you describe the rumble? Instructional Activity: Students will watch West Side Story. 2:05-end Essential Question: How does the musical conclude? Today students will: watch West Side Story and complete the character chart. discuss the character’s, plot, and facts pertaining to the story. complete the WWS conflict/rivalry portion of the comparison chart. answer and discuss the essential questions.

23. Day 13 Activating Strategy: Entrance Ticket How would you describe the rumble? How would you describe the rumble?

24. DAY 13: Essential Question How does the musical conclude? How does the musical conclude?

25. Day 13 Summarizing Activity Turn and Talk: Students will discuss with their table partner the following question: How does the musical conclude? Turn and Talk: Students will discuss with their table partner the following question: How does the musical conclude? Comparison Chart: Students will complete the remaining sections of the Romeo and Juliet vs. West Side Story Comparison Chart. Comparison Chart: Students will complete the remaining sections of the Romeo and Juliet vs. West Side Story Comparison Chart.

26. WEST SIDE STORY DAY 14 Students need their music folder, RnJ Notes comparison chart, WWS character chart,and a pencil on their desk. Activating Strategy: Think Write Share: How is West Side Story and Romeo and Juliet similar to each other? Summarizing Activity: Complete RAFT Assignment Today students will: Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. a answer EQ: How is West Side Story and Romeo and Juliet similar to each other?

27. Day 14 Activating Activity: Entrance Ticket/Essential Question How is West Side Story and Romeo and Juliet similar to each other? How is West Side Story and Romeo and Juliet similar to each other?

28. Day 14 Instructional Strategy

29. Day 14 Summarizing Activity Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. Students will choose Students will choose ROLE: R ROLE: R AUDIENCE: A AUDIENCE: A FORMAT: F FORMAT: F T: You have just learned about the life-altering events in Romeo and Juliet/West Side Story. You must now choose three ideas /themes to compare and contrast T: You have just learned about the life-altering events in Romeo and Juliet/West Side Story. You must now choose three ideas /themes to compare and contrast

30. WEST SIDE STORY DAY 15 Students need to: Sit in assigned seats Have your folder, paper, pencil, R and Juliet Notes, Character Chart, Comparison Chart on your desk Wait quietly for instructions Activating Activity: Exit Ticket How has this assignment prepared you for reading Romeo and Juliet (the play) in high school? Summarizing Activity: Complete RAFT Assignment Today students will: Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. a answer EQ: What are the similarities between Romeo and Juliet and West Side Story?

31. Day 15 Activating Activity: Entrance Ticket/Essential Question How has this assignment prepared you for reading Romeo and Juliet (the play) in high school? How has this assignment prepared you for reading Romeo and Juliet (the play) in high school?

32. Day 15 Instructional Strategy

33. Day 15 Summarizing Activity Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. Students will choose Students will choose ROLE: R ROLE: R AUDIENCE: A AUDIENCE: A FORMAT: F FORMAT: F T: You have just learned about the life-altering events in Romeo and Juliet/West Side Story. You must now choose three ideas /themes to compare and contrast T: You have just learned about the life-altering events in Romeo and Juliet/West Side Story. You must now choose three ideas /themes to compare and contrast

34. WEST SIDE STORY DAY 16 Students need to: Sit in assigned seats Have your folder, paper, pencil, R and Juliet Notes, Character Chart, Comparison Chart on your desk Wait quietly for instructions Activating Activity: Think-Write-Share How can peer proofreading help you with your writing assignment? Instructional Strategy: Peer-Proofreading Summarizing Activity: Complete RAFT Assignment Today students will: Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. a answer EQ: What are the similarities between Romeo and Juliet and West Side Story?

35. Day 16 Activating Activity: Think-Write-Share How can peer proofreading help you with your writing assignment? How can peer proofreading help you with your writing assignment?

36. Day 16 Instructional Strategy Peer-Proofreading: Students will provide a classmate with three positive comments and three suggestions regarding classmates' RAFT assignment Peer-Proofreading: Students will provide a classmate with three positive comments and three suggestions regarding classmates' RAFT assignment

37. Day 16 Summarizing Activity Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story.

38. WEST SIDE STORY DAY 17 Students need to: Sit in assigned seats Have your folder, paper, pencil, R and Juliet Notes, Character Chart, Comparison Chart on your desk Wait quietly for instructions Activating Activity: Turn and Talk: How can an illustration tell a story? Instructional Strategy: Finish RAFT Assignment Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. Summarizing Activity: Students will draw a picture illustrating the tragedy in Romeo and/or Juliet and/or West Side Story. Today students will: Discuss the character’s, plot, and facts pertaining to Romeo and Juliet and West Side Story. a answer EQ: What are the similarities between Romeo and Juliet and West Side Story?

39. Day 17 Activating Activity: Turn and Talk How can an illustration tell a story? How can an illustration tell a story?

40. Day 17 Instructional Strategy Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story. Students will be completing the RAFT assignment for Romeo and Juliet and West Side Story.

41. Day 16 Summarizing Activity RAFT ASSIGNMENT TURN IN ORDER: RAFT ASSIGNMENT TURN IN ORDER: Rubric Rubric Comparison Chart Final Draft Final Draft Character Chart Character Chart Rough Draft Students will create a picture illustrating the tragedies in Romeo and Juliet and/or West Side Story. Students will create a picture illustrating the tragedies in Romeo and Juliet and/or West Side Story. Guidelines: Guidelines: Choose a category from your comparison chart for your illustration Choose a category from your comparison chart for your illustration Must be in color and fully represent category you choose from your comparison chart Must be in color and fully represent category you choose from your comparison chart