Review your claims from the prompt: determine a theme that is developed in the last scene of Romeo and Juliet. Compare and contrast the way that theme is developed in the text and how that theme is developed in the film.
Prepare to write by previewing the culminating task for Romeo and Julie to help understand the task.
Draft the culminating task essay including the thesis statement. Review the prompt to check your work.
Publish your final work to express understanding of Romeo and Juliet compared to film adaptations.
Engage in a whole-class discussion to demonstrate your understanding of adaptations of Romeo and Juliet and West Side Story.
Students read National Geographic's "Teenage Brains" by David Dobbs and various informational texts about the development of the teenage brain to understand the factors that ultimately dictate teens' decision-making and behavior.
Build your knowledge of the teen brain and its impact on behavior by demonstrating your level of agreement. This will help you prepare to read "The Teen Brain: Still Under Construction."
Compare and contrast claims across texts from the argument understanding tool.
Compare and connect ideas across the texts about the teenage brain by developing your response to the text-specific questions. Support your response with evidence from the texts.
Review shared claims developed across three informational texts. Then share your response with the class.
Students read two informational texts to understand the immediate and lasting effects that concussions and high impact sports have on the teenage brain.
Analyze and annotate a model response focusing on the claims made in the model. We will then revise and edit our work based on the model. This will help us develop work that is clear and coherent and appropriate to the task, purpose, and audience.
Analyze the structure of a sentence from "Concussions Affect Teens More Than Kids and Adults, Study Says" to understand how the sentence is constructed and then create our own sentences that use a similar structure.
Analyze and annotate a model response focusing on support for a claim. Then revise and edit your work based on the model. This will help you develop work that is clear and coherent and appropriate to the task, purpose, and audience.
Prepare to write by previewing the section diagnostic to help understand the task.
After a discussion, reflect using a discussion tool. Explain how the points, evidence, and explanations shared by your peers during the discussion support or change your thinking. Then revise your claim as needed.
Review claims made in "Teens: This Is How Social Media Affects Your Brain."
Answer questions about ideas and topics shared across texts to extend your understanding of complex texts and build your knowledge of the effect of social media on the brain. This will help us evaluate claims across texts.
Prepare to write by previewing the section diagnostic. This will help you understand the writing task.
Students research an age restricted privilege/right such as driving, drinking, and voting. Students conduct research to answer questions including: Why was the age limit for your privilege determined? When was it determined? Students use their research and their knowledge of the teenage brain's influence on teen behavior to participate in a formal discussion.