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. Please take out two pieces of paper and write the following headings. Please take out two pieces of paper and write the following headings.

6. ROMEO AND JULIET NOTES A Took place 500 years ago in Verona-North Italy (early 1500’s) Took place 500 years ago in Verona-North Italy (early 1500’s) Families are Montague and Capulet Families are Montague and Capulet Romeo-17 year old Montague Romeo-17 year old Montague Benvolio- is a Benvolio- is a Montague & loyal friend Mercutio- non-member of either family-joker Mercutio- non-member of either family-joker Rosaline- is the woman Romeo is in Rosaline- is the woman Romeo is in love with (not a Montague or Capulet)

7. ROMEO AND JULIET NOTES B Juliet- 14 year old beautiful Capulet Nurse - older Capulet woman who takes care of Juliet Paris - relative of the Prince who wants to marry Juliet Tybalt- Juliet’s cousin- strong and fearless- Capulet family

8. ROMEO AND JULIET NOTES C Engagement Party Capulet costume party-for the engagement of Juliet to Paris Mercutio dares Romeo and Benvolio to attend the party Romeo dressed as a Palmer (traveler) to the Capulet party Romeo gets into the party and dances with Juliet Nurse is the first to find out Romeo’s true identity Romeo meets Juliet at her house after the party and decide to get married the next morning

9. ROMEO AND JULIET NOTES D Marriage of Romeo and Juliet: (Morning after Party) (Morning after Party) Old Priest: Friends with Montague Family- Romeo requests Priest to marry Romeo and Juliet that day – Priest agrees Old Priest: Friends with Montague Family- Romeo requests Priest to marry Romeo and Juliet that day – Priest agrees Nurse met Priest at 9:OO a.m. to discuss plan Nurse met Priest at 9:OO a.m. to discuss plan

10. ROMEO AND JULIET NOTES E E E E Marriage of Romeo and Juliet: Marriage of Romeo and Juliet: (Morning after Party) (Morning after Party) Romeo and Juliet get married at Chapel by the Priest Romeo and Juliet get married at Chapel by the Priest Romeo gives Juliet a silver ring (Romeo’s Mothers Ring-Montague) Romeo gives Juliet a silver ring (Romeo’s Mothers Ring-Montague) Juliet put the ring in her pocket-then- around her neck Juliet put the ring in her pocket-then- around her neck Juliet had to go home after the wedding Juliet had to go home after the wedding

11. ROMEO AND JULIET NOTES F Street/Tavern Street/Tavern Tybalt- Juliet’s cousin- strong and fearless- Capulet family Tybalt- Juliet’s cousin- strong and fearless- Capulet family Mercutio and Benvolio bragged how they got into the Capulet’s party and mentioned about Romeo dancing with Juliet Mercutio and Benvolio bragged how they got into the Capulet’s party and mentioned about Romeo dancing with Juliet Tybalt over heard the conversation and went looking for Romeo Tybalt over heard the conversation and went looking for Romeo

12. ROMEO AND JULIET NOTES G The Fight The Fight Tybalt challenged unwilling Romeo Tybalt challenged unwilling Romeo Mercutio steps in and attempts to stab Tybalt-Romeo tries to stop them Mercutio steps in and attempts to stab Tybalt-Romeo tries to stop them Tybalt stabbed and killed Mercutio Tybalt stabbed and killed Mercutio In rage Romeo stabbed and killed Tybalt In rage Romeo stabbed and killed Tybalt

13. ROMEO AND JULIET NOTES H The Fight The Fight Benvolio meets with the Prince Benvolio meets with the Prince Prince listens to Benvolio’s explanation of the fight in the Tavern Prince listens to Benvolio’s explanation of the fight in the Tavern Prince banishes Romeo from Verona-if he returns he would be beheaded Prince banishes Romeo from Verona-if he returns he would be beheaded

14. ROMEO AND JULIET NOTES I The Drug/The Message The Drug/The Message MESSAGE #1:Priest sent a messenger with a note telling Romeo about Juliet taking a drug to make her sleep while she appeared dead MESSAGE #1:Priest sent a messenger with a note telling Romeo about Juliet taking a drug to make her sleep while she appeared dead Priest’s messenger did not get the message to Romeo because there was a plague and he could not get into Mantua Priest’s messenger did not get the message to Romeo because there was a plague and he could not get into Mantua The Drug: Priest gave Juliet a drug so her family would think she was dead The Drug: Priest gave Juliet a drug so her family would think she was dead She took drug-did not tell nurse She took drug-did not tell nurse Nurse found her dead Nurse found her dead

15. ROMEO AND JULIET NOTES J The Drug/The Message The Drug/The Message MESSAGE #2: Nurse wrote note telling Romeo about Juliet’s death MESSAGE #2: Nurse wrote note telling Romeo about Juliet’s death Nurse met with Priest, Priest sent Nurse’s note to Romeo confident Romeo DID receive first note (from Priest) Nurse met with Priest, Priest sent Nurse’s note to Romeo confident Romeo DID receive first note (from Priest) Romeo receives note from the Nurse, purchases a deadly poison and goes to see Juliet Romeo receives note from the Nurse, purchases a deadly poison and goes to see Juliet

16. ROMEO AND JULIET NOTES k The Deaths of Paris, Romeo, and Juliet The Deaths of Paris, Romeo, and Juliet Juliet was in the tomb Juliet was in the tomb Romeo comes to the tomb-is confronted in the court yard by Paris who he kills Romeo comes to the tomb-is confronted in the court yard by Paris who he kills Romeo puts the ring on Juliet’s finger then uses poison to kill himself Romeo puts the ring on Juliet’s finger then uses poison to kill himself Juliet awakes and realizes Romeo’s dead and kills herself using Romeo’s dagger Juliet awakes and realizes Romeo’s dead and kills herself using Romeo’s dagger Priest finds Romeo, Juliet, and Paris dead in the tomb Priest finds Romeo, Juliet, and Paris dead in the tomb The deaths bring both families together after realizing Romeo and Juliet were married The deaths bring both families together after realizing Romeo and Juliet were married

17. Comparison Chart Area of ComparisonRomeo and Juliet Setting (What is the time period and location of the story?) First Meeting (Who is the meeting between? Where is the meeting taking place? What happened?) Marriage (Who is getting married and by whom? When and where are they getting married? Who knows?) Rivalry/Conflict (What is the conflict? Who is the conflict/ rivalry between? Message/Letter (Who sent the letter(s)/message? What did it say? Why was it important to the story’s plot? Deaths (Who died? How? Where?) Tragedies (Explain the tragedy in the story. Look back at death and/or conflicts.) Resolutions (How is the tragedy resolved? What conflict is resolved?) Important Scene (What is the important scene and why?)