Download - Romeo and Juliet Unit Plan
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Topic/Theme: Romeo and Juliet
Time frame: 3 weeks
Class/Grade Level: English/9th
State Content Standards: (What state standards will you be addressing in this unit?)
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, andto comprehend more fully when reading or listening.
L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosingflexibly from a range of strategies.
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.
W.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
What facts and basic concepts should students know
by the end of this unit?
Students will grasp a stronger understanding ofShakespearean language.
They will be able to speak in front of their classmates withconfidence.
They will be able to characterize based on quotes, actions,and description.
UbD Templa
Adapted frWiggins and McTig
What skills and/or abilities should students acquire
by the end of the unit?
Students will be able to take Shakespearean languageand translate it into modern speech.
They will be capable of citing from the text correctly.
They will understand the soliloquy pattern and becapable of writing their own.
Allison Millea
Dr. Hodgkinson
Educ 132: Secondary Methods
9 May 2012
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What Enduring Understandings/Big Ideas do you want students to take away from this unit?
Authors craft their characters purposely.
Conflict is a natural part of society
Shakespeare has an enduring influence on culture and society
What are the Essential Questions will you use to guide the learning in this unit?
How do authors develop character?
How is Old English Applicable today?
Why is it important to read Shakespeare?
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Summative Assessment (Performance-based):
How will you SUMMATIVELY assess whether or not students have acquired the knowledge and skills that you plan to teach inhis unit?
Students will be split into groups and assigned a specific scene to translate into modern speech and perform in front of the classwhile utilizing props, costumes, and backdrops. They will be graded on the clarity of their translation, creativity of props, etc, andability to follow stage directions appropriately. With this summative assessment, students will answer the question, How isShakespeare still applicable today and how does he affect our culture?
Other Summative Assessments (selected-response, extended written response, personal
communication, performance-based):
St
ge
2
Ev
de
nc
e
of
De
si
ed
Re
su
ts
How else will you SUMMATIVELY assess whether or not students have acquired the knowledge and skills that you plano teach in this unit?)
After performances, students will form groups and each group will pick a specific character. The group will be responsibleor producing an essay analyzing their character based on research, quotes, and actions. The Romeo and Juliet unit willultimately end with an individual essay based on characterization of one character defined by three vocabulary words.
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Students will take a pre-assessment quiz that has several questions chosen randomly from future reading checks. I will begin the unit
by having a discussion based on a directed reading/thinking activity. Students will list what they think they know, what they know they
know, what they think they will learn, and what they want to learn.
Pre-assessments
(What pre-assessments will you use to check students prior knowledge, skills levels and potential misconceptions?What will you do if a student(s) has already acquired the knowledge or skills you plan to teach?
S
g
3
L
a
i
P
n
Intermediate Lessons & Assessments
(What knowledge (facts, concepts, etc.) and/or skills will you teach in the middle part of this unit? What instructionalstrategies will you use? What formative assessments will you use to check for student understanding? How will you
prepare students for your summative assessment?) Lessons 12-15 will end the unit
Ending Lessons & Assessments
(What knowledge (facts, concepts, etc.) and/or skills will you teach in the middle part of this unit? What instructionalstrategies will you use? What formative assessments will you use to check for student understanding? How will youprepare students for your summative assessment?) Lessons 6-12 will be intermediate
Introductory Lessons & Assessments
(Will you introduce students to the state standards? Enduring understandings? Essential questions? How will you hookstudents and/or get them interested in this unit of instruction? (What knowledge (facts, concepts, etc.) and/or skills will youteach in the middle part of this unit? What instructional strategies will you use? What formative assessments will you use to
check for student understanding? Lessons 1-5 will be introductory
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Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Unit Pre-
Assessment/
Biography of
Shakespeare
Soliloquy
Assignment and
discussion
Introduce
Characterization
Act 1 Scene 1
Vocabulary
HW: Vocab guide
1.2
Read in Class,
Translate in
Groups
HW:
Shakespearean
insults comic
1.3
Read in Class,
Translate
HW:
Vocabulary
1.4
Read in Class,
Translate
HW: Plan for
performance of
Act 2
1.5
Read in class,
Translate
Act 1 Quiz
2.1
Group 1
Performance and
discussion
2.2-3
Groups 2/3
Performance
and discussion
2.4-5
Groups 4/5
Performance/
discussion
Act 2 Quiz
3.1
Begin
Characterization
essay in groups
based on
character
3.2-4
In class writing
work on papers
in groups
3.5
Act 3 Quiz
Last day to work
on group papers
4.1-2
Group
Characterization
paper due
4.3-5
Act 4 quiz,
Poster
quotations,
introduce final
paper
5.1
Work on final
paper
5.2-5
Draft of finalpaper due
Act 5 quiz
Peer
Revision/Meetingwith me on final
paper
Peer
Revision/meetwith me
Final Paper due
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Lesson 1Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Friday- Pretest
What do you want students to know? Iowa Core Essential Concept(s) and/or Skills OR National Standards: L.9-10.4. Determine or clarify the meanin
of unknown and multiple-meaning words and phrases based on grades 910 reading and content,choosing flexibly from a range of strategies.
Details or Learning Target: I will be able to tell if students have any background knowledge on Romeo and Juliet
How will you know if students are learning?Formative Assessment: I will have the pre-tests
Block Segment #1Approximate Time 30 minutes
Instructional Segment Romeo and Juliet Pretest
Description of Instructional
StrategiesA reading quiz will follow each act of Romeo and
Juliet. This pretest will have questions chosen
randomly for students to answer. It will not be
graded, but will be for me.
Resources Needed
Pretests, pencils
Block Segment #2Approximate Time
10 minutes
Instructional Segment Go over quiz
Description of Instructional
StrategiesI will share the answers to each question and have
each student keep the quiz as a study guide.
Resources Needed
Projector, pretests
Block Segment #3Approximate Time 45 minutes
Instructional Segment Biography on Shakespeare lecture
Description of Instructional
Strategies
I will provide a biography on Shakespeares life, just
to be prepared for some information that studentsmight not understand in Romeo and Juliet without it.
Resources Needed
Projector, powerpoint
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What will you do for students who are not learning the material?Since this is an introductory day for students, I will just make sure all students are engaged with the class and
paying attention. I will have a group quiz on Romeo and Juliet the following Monday so students can have
incentive to pay attention in class.
What will you do for students who already know the material?They can lead discussion or answer questions
Pre-Assessment QuizQ.1)What Italian city is the setting of Romeo and Juliet?
A.Rome
B.Paris
C.Verona
D.Milan
E. Venice
Q.2)Who says:
"But soft! What light through yonder window breaks?"
A.Romeo
B.Capulet
C.Mercutio
D. Tybalt
Q.3)Who takes the dagger away from Romeo, when he is about to kill himself?
A.Friar Laurence
B.Juliet
C.He doesn't try to kill himselfD.Nurse
E.Juliet
Q.4)When were Juliet and Paris supposed to get married?
A.Monday
B.Wednesday
C.Thursday
D.Saturday
E. None of the above
Q.5)Who told the families about Romeo and Juliet being married?A.Balthasar
B.Benvolio
C.Friar Laurence
D.Prince
E.Lady Capulet
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Lesson 2Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9th gradeDate of Instruction: Monday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards: L.9-10.3. Apply knowledge of language to understan
how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
Details or Learning Target: Student will have knowledge of Sonnets and compose their own.
How will you know if students are learning?
Formative Assessment: Each student will complete a sonnet to turn in.
Block Segment #1Approximate Time 20 minutes
Instructional Segment Prologue
Description of Instructional
StrategiesRead prologue aloud, and break down for clarity.
Discuss structure and requirements, explain Iambic
Pentameter
Resources Needed
Plays
Block Segment #2Approximate Time 30 minutes
Instructional Segment Work on sonnets
Description of Instructional
StrategiesEach student will produce a sonnet to be completed
before we move on. It will follow the worksheet
structure attached.
Resources Needed
Sonnet worksheets
Block Segment #3Approximate Time 10 minutes
Instructional Segment Share Sonnets
Description of Instructional
StrategiesStudent volunteers will read their sonnets aloud to
share with the class.
Resources Needed
Sonnet worksheets
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Block Segment #4Approximate Time 10 minutes
Instructional Segment SSR
Description of Instructional
Strategies
As a modality change, students will read their own
book as a break from Romeo and Juliet.
Resources Needed
SSR book
Block Segment #5Approximate Time 15 minutes
Instructional Segment Characterization Introduction
Description of Instructional
StrategiesHand out characterization charts to be filled out for
Romeo, Juliet, Mercutio, and Tybalt. Explain each
category.
Resources Needed
Character Sheets
What will you do for students who are not learning the material?For students not grasping Sonnets, I will work with them in a group to explain how they work in great detail. The
will have the night to work on their sonnets to turn them in the next day.
What will you do for students who already know the material?For students who understand the material, they might attempt writing a sonnet including Iambic Pentameter,
which will not be required. They can also help out the students who might not understand the rhyme scheme as
well.
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Sonnet PracticeA sonnet is a type of poetry utilizing specific rules. For our purposes, will we not be
following iambic pentameter, but only the rhyme scheme ABABCDCDEFEFGG.
Meaning A rhymes with A, B rhymes with B, etc. Do not forget that the last two lines
need to rhyme as a couplet.
A_________________________________________________________________
B__________________________________________________________________
A__________________________________________________________________
B__________________________________________________________________
C__________________________________________________________________
D__________________________________________________________________
C__________________________________________________________________
D__________________________________________________________________
E__________________________________________________________________
F__________________________________________________________________
E__________________________________________________________________
F__________________________________________________________________
G__________________________________________________________________
G__________________________________________________________________
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Characterization Worksheet (Due at end of unit)
Make sure to fill out a worksheet for Romeo, Mercutio, Juliet and Tybalt. Keep this
out while we read the play aloud in class, to take notes on.
Character:_______________
Characters
Attributes Example and/or Quotation (cite
page number!)
What the example and/or
quotation reveals about
the character
Appearance
Words (spoken)
Thoughts
(unspoken)
Actions
What others say
about the
character
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Lesson 3Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
gradeDate of Instruction: Tuesday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards: L.9-10.4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and
content, choosing flexibly from a range of strategies.
Details or Learning Target: Students will have a stronger knowledge of Shakespearean vocabulary
How will you know if students are learning?
Formative Assessment: I will check their vocabulary worksheets as we fill them out, to make sure each student icompleting it.
Block Segment #1Approximate Time 10 minutes
Instructional Segment Vocabulary
Description of Instructional
StrategiesStart out class with explaining the Vocab word wall
for this unit.
Resources Needed
Word wall
Block Segment #2Approximate Time 30 minutes
Instructional Segment Vocab worksheets
Description of Instructional
StrategiesI will hand out vocab worksheets for students to work
on in groups. They will fill out the definition of the
word and an example of the word in a sentence they
write themselves. Students will have 30 minutes to fill
it out, but it does not need to be done today. It will
be checked each week to make sure progress is being
done on it, but it will be due at the end of the unit.
Resources Needed
Worksheets
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Block Segment #3Approximate Time 5 minutes
Instructional Segment Introduce Short story assignment
Description of Instructional
StrategiesTheir homework will be to write a short story
including 10 of the vocabulary words used correctly.
Due tomorrow.
Resources Needed
Worksheets
Block Segment #4Approximate Time 30 minutes
Instructional Segment Read Act 1, Scene 1
Description of Instructional
StrategiesI will assign parts for students to read the play aloud
in class. We will then read it aloud, stopping and
answering questions if students become confused
with the language or meaning.
Resources Needed
Plays
What will you do for students who are not learning the material?For students not learning the material, I will work with them to find the meanings of words, modeling how to us
them in a word and help them come up with their own sentences. I will walk around to make sure everyone is
understanding it.
What will you do for students who already know the material?For students who already know the material, they will still have to complete the worksheet and short story, but
they finish early they can look up words in the play that they do not know and add those to their worksheet.
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Romeo and Juliet: Vocabulary (Due at the end of unit)Source:http://www.angelfire.com/hi/romeoetjuliet/rjvocab.html
Act 1
Word Definition Sentence
Adversaries
Disposition
Esteem
Forfeit
Languish
Nuptial
Rapier
Act 2
Word Definition SentenceConjure
Idolatry
Invocation
Perjury
Procure
Variable
Wanton
http://www.angelfire.com/hi/romeoetjuliet/rjvocab.htmlhttp://www.angelfire.com/hi/romeoetjuliet/rjvocab.htmlhttp://www.angelfire.com/hi/romeoetjuliet/rjvocab.htmlhttp://www.angelfire.com/hi/romeoetjuliet/rjvocab.html -
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Act 3
Word Definition SentenceBanishment
Calamity
Commend
Dexterity
Prevail
Reconcile
Vile
Act 4
Word Definition SentenceAbate
Array
Beguile
Bier
Dirge
Distraught
Fester
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Act 5
Word Definition SentenceAbhor
Apothecary
Amorous
Dispose
Felon
Paramour
Sepulcher
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Lesson 4Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Wednesday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards: L.9-10.4. Determine or clarify the meaning o
unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosin
flexibly from a range of strategies.
Details or Learning Target: Students will have a stronger grasp of Shakespearean language.
How will you know if students are learning?Formative Assessment: Students will create a comic to turn in using Shakespearean language/insults
Block Segment #1Approximate Time 10 minutes
Instructional Segment Vocabulary Worksheet
Description of Instructional
StrategiesWork on Vocabulary worksheet in groups Resources Needed
Vocabulary worksheets,
plays, dictionaries
Block Segment #2Approximate Time 30 minutes
Instructional Segment Shakespearean Insults
Description of Instructional
StrategiesStudents will go to:
http://www.mainstrike.com/mstservices/han
dy/insult.htmland pick 3 insults, and write a
short story including 5 vocabulary words from
any act and three insults. The story must be
about the Capulets and the Montagues. To be
turned in at the end of class.
Resources Needed
Computers, vocabulary
sheets
Block Segment #3
Approximate Time 30 minutes
Instructional Segment Read Act 1 Scene 2
Description of Instructional
StrategiesWe will read aloud, and students who did not read
yesterday will read today. I will then model how to
translate a scene, preparing students to translate on
their own.
Resources Needed
Plays, projector
http://www.mainstrike.com/mstservices/handy/insult.htmlhttp://www.mainstrike.com/mstservices/handy/insult.htmlhttp://www.mainstrike.com/mstservices/handy/insult.htmlhttp://www.mainstrike.com/mstservices/handy/insult.htmlhttp://www.mainstrike.com/mstservices/handy/insult.html -
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What will you do for students who are not learning the material?I will walk around and help students who need help or who are not understanding the language by walking
through with them and making sure I am modeling what they need to be doing.
What will you do for students who already know the material?Students who know the material can keep working on their vocabulary sheets, character sheets, or help others
with their assignments.
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Lesson 5Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Thursday-Monday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
Details or Learning Target: Students will be more confident in translating Shakespearean language
How will you know if students are learning?Formative Assessment: Groups will turn in their translation of the scene at the end of class.
Block Segment #1Approximate Time 30 minutes
Instructional Segment Thursday: 1.3 Friday: 1.4 Monday: 1.5Description of Instructional
StrategiesStudents who didnt read yesterday will read aloud
today. We will stop and answer questions as class
goes on.
Resources Needed
Plays
Block Segment #2Approximate Time 30 minutes
Instructional Segment Translating the scene
Description of Instructional
Strategies
In groups of 3-4, students will work to translate the
scene we just read into modern language.
Resources Needed
Plays
Block Segment #3Approximate Time 30 minutes
Instructional Segment Review translations
Description of Instructional
StrategiesStudents will combine their translations to come up
with a solid class translation as practice. We will
discuss as a class to come up with a clear translation.
Resources Needed
Plays, white board.
Block Segment #4Approximate Time 20 minutes
Instructional Segment Movie
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Description of Instructional
StrategiesWe will watch the first act of the modern day Romeo
and Juliet film with Leonardo DiCaprio and Claire
Danes.
Resources Needed
Film
What will you do for students who are not learning the material?I will work with them individual to make sure they are evaluating their personal strength and keeping up with
those who understand the material.
What will you do for students who already know the material?They can continue to work on translating scenes, or help out those who do not.
Summative Performance Assessment Prompt (Introduced on Friday):
In groups of 5-6, please pick a scene from Act 2 to translate into modern
speech and perform for the rest of the class. These performances will take
place of reading aloud in class for the week. In order to receive full points,
your group must have a clear translation that sounds like how you speak
today and you must utilize props, backgrounds, and costumes as you see
fit. The lines do not need to be memorized, but the performance should be
practiced with the full group beforehand.
After your performance, each member will be required to write a 2-3 page,
double spaced paper on the character(s) you played and why they were
important to the scene/the play as a whole.
Learning Outcomes:
Students will create a performance to further grasp the language of
Shakespeare.
Students will discuss stage directions and how to utilize them to
make their scene clear to the audience.
Students will characterize the characters they play and evaluate their
importance to the scene/play through quotes and actions.
Students will write a paper with correct grammar and spelling.
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Romeo and JulietAct 1 QuizQ.1)What Italian city is the setting of Romeo and Juliet?
A.Rome
B.Paris
C.Verona
D.Milan
E.Venice
Q.2)The street fight in the opening scene is between the servants of what two
families?
A.Capulet and Montague
B.Smith and Jones
C.Corleone and Tattaglia
D.Benvolio and Mercutio
E.All of these
Q.3)What does the Prince say will happen to anyone who disturbs the peace?
A.He will be banished.
B.He will be executed.
C.He will be arrested.
D.He will be sold into slavery.
E.None of these.
Q.4)How does Benvolio plan to cure Romeo's lovesickness for Rosaline?
A.He will show Romeo other, more beautiful girls.
B.He will take Romeo on a vacation out of town.
C.He will put Romeo on a strict exercise program.
D.He will get Romeo involved in school activities.
E.He will read Romeo some poetry.
Q.5)Who is the young man that asks Capulet's permission to woo Juliet?
A.Romeo
B.Benvolio
C.Corleone
D.Count Paris
E.Prince Eschalus
Source:http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-1-quiz
http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-1-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-1-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-1-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-1-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-1-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-1-quiz -
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Lesson 6Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Tuesday-Thursday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards: L.9-10.5. Demonstrate understanding of figurati
language, word relationships, and nuances in word meanings.
Details or Learning Target: Students will perform their assigned scene for the rest of the class.
How will you know if students are learning?Formative Assessment: Each student will produce a paper based on the character they played.
signify a change in the type of instruction. See Glossary of Instructional Strategies for examples/ideas.
Block Segment #1Approximate Time 20-40 minutes
Instructional Segment Performances
Description of Instructional
StrategiesGroups will perform their translated scene for the
class.
Resources Needed
Props, backgrounds,
costumes, etc.
Block Segment #2Approximate Time 10 minutes
Instructional Segment Discussion of performance
Description of Instructional
StrategiesGo over each performance, giving a glow and giving a
grow to the group as a whole. Discuss the scene and
the importance of it to the rest of the play.
Resources Needed
Plays
Block Segment #3Approximate Time Rest of class
Instructional Segment Work time on Vocab, Character sheets, character papers, etc.
Description of Instructional
StrategiesStudents will have time to work on whatever they
need to get done or are behind on.
Resources Needed
Plays, worksheets,
computers.
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Romeo and JulietAct 2 Quiz
Q.1)Who says:
"O Romeo, Romeo! Wherefore art thou Romeo?"
A.Lady CapuletB.Nurse
C.Juliet
D.Tybalt
Q.2)
Romeo heard Juliet confess her love to him.
A.True
B.False
Q.3)Who says:
"But soft! What light through yonder window breaks?"
A.Romeo
B.Capulet
C.Mercutio
D.Tybalt
Q.4)Who says:
"Shall I hear more, or shall I speak at this?"
A.Juliet
B.Montague
C.Friar Laurence
D.Romeo
Q.5)What is Juliet doing when the nurse is calling for her?
A.Sleeping
B.Reading
C.Talking to Romeo
D.None of the above
Source:http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-2-quiz
http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-2-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-2-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-2-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-2-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-2-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-2-quiz -
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Lesson 7Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Friday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards: W.9-10.1.Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Details or Learning Target: Students will be able to write a character analysis essay.
How will you know if students are learning?Formative Assessment: I will check their characterization worksheets today to make sure they are making
progress.
Approximate Time 20 minutes
Instructional Segment Introduce Group Character Analysis Essay
Description of Instructional
StrategiesGo over requirements, show example essay on the
board, answer questions.
Resources Needed
Plays, example essay,
projector
Block Segment #2Approximate Time 20 minutes
Instructional Segment Work time
Description of Instructional
StrategiesStudents will have time to work in their groups, plan
out their paper, and assign sections to write.
Resources Needed
Computers
Block Segment #3Approximate Time Rest of Class
Instructional Segment Read 3.1
Description of Instructional
Strategies
We will read Act 3, Scene 1 aloud. Volunteers will
read for specific characters.
Resources Needed
Plays
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Character Analysis Group Essay (Summative Assessment)
The classroom will be divided into four groups. Each group will be assigned either
Romeo, Juliet, Mercutio, or Tybalt to write their paper on. This paper must be 4-5
pages double spaced, and must answer the question, Why is this characterimportant to the play as a whole? The papers must include descriptions of the
character, quotes, actions, and what others say about him/her. After the papers are
turned in, each member of the group will give all their other members a grade based
on how they contributed. This will help me determine how much effort everyone
put into the paper and to make sure one person does not have to write the whole
thing.
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Lesson 8Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Monday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevan
and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audiences knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Details or Learning Target: Write a clear argument.
How will you know if students are learning?Formative Assessment: I will check vocabulary worksheets today to make sure students are making progress.
Block Segment #1Approximate Time 15 minutes
Instructional Segment Work on Vocabulary Sheets
Description of Instructional
StrategiesStudents will have the beginning of class to work on
their vocab sheets and help each other out.
Resources Needed
Plays, worksheets
Block Segment #2Approximate Time 30 minutes
Instructional Segment Read 3.2-4
Description of Instructional
StrategiesWe will read Act 3 scenes 2-4 aloud in class. Students
will be assigned characters to read for.
Resources Needed
Plays
Block Segment #3Approximate Time Rest of class
Instructional Segment Work time on group essays
Description of Instructional
StrategiesStudents will meet in their character-based groups to
work on their paper.
Resources Needed
Plays, computers
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What will you do for students who are not learning the material?For students not grasping the material, I will meet with them and help with their worksheets/group papers to he
them contribute to their group.
What will you do for students who already know the material?Students who grasp the material can help those who do not or read an SSR book of their choice, as long as they
are not distracting other students.
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Lesson 9
Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9th
grade
Date of Instruction: Tuesday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards: W.9-10.1.Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Details or Learning Target: Students will be able to write a clear, argumentative essay.
Block Segment #1Approximate Time 15 minutes
Instructional Segment Vocabulary Worksheets
Description of Instructional
StrategiesStudents will continue working on vocab worksheets.
I will walk around and help students if they need it. I
will remind them to keep working on their short story
including all the words.
Resources Needed
Worksheets
Block Segment #2Approximate Time 30 minutes
Instructional Segment Read 3.5
Description of Instructional
StrategiesWe will read Act 3, Scene 5 aloud in class. Resources Needed
Plays
Block Segment #3Approximate Time 20 minutes
Instructional Segment Act 3 quiz
Description of Instructional
StrategiesStudents will take the Act 3 quiz Resources Needed
Quiz
Block Segment #4Approximate Time Rest of Class
Instructional Segment Work time on Group papers
Description of Instructional
StrategiesLast day to work on group papers. They are due
tomorrow.
Resources Needed
Computers, Plays
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Romeo and JulietAct 3 Quiz
Q.1)Who says:
"By my heel, I care not."?
A.Mercutio
B.Benvolio
C.Tybalt
D.Romeo
E.Juliet
Q.2)Who said:
"There lies that Tybalt."?
A.Romeo
B.Mercutio
C.Benvolio
D.PrinceE.Lady Capulet
Q.3)How does Juliet find out that Romeo killed Tybalt?
A.From rumor
B.From the Nurse
C.From Friar Laurence
D.From Lady Capulet
Q.4)Who takes the dagger away from Romeo, when he is about to kill himself?
A.Friar Laurence
B.Juliet
C.He doesn't try to kill himself
D.Nurse
E. Juliet Juliet
Q.5)Check all that apply:
Why does Juliet not want to marry Paris?
A.She is married to Romeo
B.She does not love him
C.She thinks he is ugly
D.She wants to bother her father
Source: http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-3-quiz
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Lesson 10Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Wednesday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technologys capacity to link to other information and to display
information flexibly and dynamically.
Details or Learning Target: Students will produce a clear, argumentative essay.
Block Segment #1Approximate Time 50 minutes
Instructional Segment Presenting Group Papers
Description of Instructional
StrategiesEach group will give an informal presentation of what
they wrote in their paper and how the group paper
process worked for them. We will discuss what works
and what doesnt work.
Resources Needed
Papers
Block Segment #2Approximate Time 30 minutes
Instructional Segment Begin Act 4
Description of Instructional
StrategiesRead 4.1-2 aloud in class. Resources Needed
Plays
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Lesson 11Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9
th
gradeDate of Instruction: Thursday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the
grades 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Details or Learning Target: Students will have a stronger understanding of Shakespearean language
How will you know if students are learning?Formative Assessment: Quote analysis poster
Block Segment #1Approximate Time 30 minutes
Instructional Segment Finish Act 4
Description of Instructional
StrategiesWe will read 4.3-5 aloud in class, with volunteers
reading.
Resources Needed
Plays
Block Segment #2
Approximate Time 20 minutes
Instructional Segment Act 4 Quiz
Description of Instructional
StrategiesQuiz on act 4 Resources Needed
Quizzes
Block Segment #3Approximate Time 30 minutes
Instructional Segment Quote analysis
Description of Instructional
StrategiesStudents will pick a quote from the play up to Act 4,
and write a paragraph on why the quote is important
to the play and how it affects the characters. They
will create posters of the quotes they choose to be
hung on the wall.
Resources Needed
Poster paper, markers
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Block Segment #4
Approximate Time 15 minutesInstructional Segment Introduce final paper
Description of Instructional
StrategiesI will introduce the prompt for the final paper and
answer any questions students have.
Resources Needed
What will you do for students who are not learning the material?For students not understanding, I will work with them in small groups to help bring everyone up to the level the
need to be at to complete their homework.
What will you do for students who already know the material?They can work ahead on their papers, and help others who are behind.
Final Paper Prompt:For the final paper, please pick 1 character from the play, (can be any character,)
and three vocabulary words that apply to him/her. Write a 2-3 page paper
explaining the characters importance to the play through descriptions, quotations,
and actions. For each vocabulary word you choose, write the meaning of the word
and its importance to the play and why it applies to the character you choose. Thepaper will be graded on proper grammar/spelling, clear support of analysis, and
following directions accurately. A draft will be due on Monday and the final draft
will be due next Wednesday.
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Romeo and JulietAct 4 QuizQ.1)When were Juliet and Paris supposed to get married?
A.Monday
B.Wednesday
C.Thursday
D.Saturday
E.None of the above
Q.2)Who gave Juliet the drink, so she could fake her death?
A.Paris
B.Lady Capulet
C.Benvolio
D.Friar Laurence
Q.3)What did Juliet drink in order for her to fake her death?
A.Poison
B.Potion
C.Water
D.None of the above
Q.4)Who says:
"Mistress! What, mistress! Juliet! Fast, I warrant her, she."?
A.Lady CapuletB.Capulet
C.Nurse
D.Romeo
Q.5)
Who says:
"Have I thought, love, to see this morning's face, and doth it give me such a sight
as this."?
A.Paris
B.Romeo
C.Nurse
D.Juliet
E.None of the above
Source:http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-4-
quiz
http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-4-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-4-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-4-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-4-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-4-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-4-quiz -
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Lesson 12Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Friday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technologys capacity to link to other information and to display
information flexibly and dynamically.
Details or Learning Target: Students will be able to form an opinion and argument on their paper topic.
How will you know if students are learning?Formative Assessment: Students will complete an outline of their paper by the end of the class for me to check.
Block Segment #1Approximate Time 15 minutes
Instructional Segment Brainstorming Paper
Description of Instructional
Strategies Students will work individually to decide on theircharacter and three vocabulary words to write about.
Resources Needed
Plays, computers, workshee
Block Segment #2Approximate Time 20 minutes
Instructional Segment Partner Brainstorm
Description of Instructional
StrategiesAfter each student picks a topic, they will work in
partners to help each other on their papers. They will
spend 10 minutes on each partner, building an
outline together.
Resources Needed
Plays, computers, workshee
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Block Segment #3Approximate Time 30 minutes
Instructional Segment Begin Act 5
Description of Instructional
StrategiesWe will read act 5 scene 1 aloud in class. Resources Needed
Plays
Block Segment #4Approximate Time Rest of class
Instructional Segment Work time on outline/paper
Description of Instructional
StrategiesStudents will individually work on their ideas for their
outline. I will be walking around working with each
student to make sure their topic is doable and they
will be able to have a rough draft on Monday.
Resources Needed
Plays, computers, workshee
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Lesson 13Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Monday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technologys capacity to link to other information and to display
information flexibly and dynamically.
Details or Learning Target: Students will turn in a draft today for me to look over during class.
How will you know if students are learning?Formative Assessment: Draft of paper
Block Segment #1Approximate Time 5 minutes
Instructional Segment Turn in drafts
Description of Instructional
StrategiesEach students will turn in a draft of their paper for me
to look over before our meeting this week.
Resources Needed
Block Segment #2Approximate Time 60 minutes
Instructional Segment Finish reading play
Description of Instructional
StrategiesRead 5.2-5 Aloud in class, students will be assigned
parts to read for.
Resources Needed
Plays
Block Segment #3Approximate Time 20 minutes
Instructional Segment Act 5 quiz
Description of Instructional
StrategiesStudents will take the act 5 quiz Resources Needed
Quizzes
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Block Segment #4Approximate Time Rest of class
Instructional Segment Vocab sheets, character sheets
Description of Instructional
StrategiesStudents will work on their various worksheets to
make sure they have them completed by Friday
Resources Needed
Romeo and JulietAct 5 QuizQuestion Excerpt From Romeo and Juliet-Act 5 QuizQ.1) Who told the families about Romeo and Juliet being married?
A.Balthasar
B.Benvolio
C.Friar Laurence
D.Prince
E.Lady Capulet
Q.2)Who says:
"For never was a story of more woe, then this of Juliet and her Romeo."?
A.Prince
B.Montague
C.Capulet
D.Nurse
E.Romeo
Q.3)What does Romeo drink that kills him?
A.Potion
B.Poison
C.H20
D.Mountain DewQ.4)How does Juliet kill herself?
A.A knife
B.An arrow
C.A sword
D.A dagger
E.She does not die
Q.5)Who does Romeo get the poison from?
A.The apothecary
B.Montague
C.Capulet
D.Juliet
E.Nurse
Source:http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-5-
quiz
http://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-5-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-5-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-5-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-5-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-5-quizhttp://www.proprofs.com/quiz-school/story.php?title=romeo-julietact-5-quiz -
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Lesson 14Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Tuesday-Wednesday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
W.9-10.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make important connections an
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions
the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanatio
presented (e.g., articulating implications or the significance of the topic).
Details or Learning Target: Revision process
Block Segment #1Approximate Time Whole period
Instructional Segment Meetings with me
Description of Instructional
StrategiesI will meet with half the class on Tuesday and half the
class on Wednesday to discuss their papers and what
they should do to fix them for the final draft.
Resources Needed
Papers
Block Segment #2Approximate Time Whole period
Instructional Segment Peer Revision
Description of Instructional
StrategiesWhile I am meeting with students, the rest of the
class will work in groups on each others papers. They
will edit for correct spelling, punctuation andgrammar.
Resources Needed
Papers, computers, plays
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Lesson 15Course Name:
English ITeacher:
Millea
Predominant Grade Level: 9t
grade
Date of Instruction: Thursday
What do you want students to know?Iowa Core Essential Concept(s) and/or Skills OR National Standards:
W.9-10.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make important connections an
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions
the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanatio
presented (e.g., articulating implications or the significance of the topic).
Details or Learning Target: Students will turn in all their assignments from the unit
How will you know if students are learning?Formative Assessment: Vocab, character sheets, final papers
Block Segment #1Approximate Time 15 minutes
Instructional Segment Student grading
Description of Instructional
StrategiesStudents will write one paragraph on what grade they
believe they deserve on their paper. They will explain
their thought process and why they deserve that
grade. They will then turn in their final papers
Resources Needed
Paper, pencils
Block Segment #2Approximate Time Rest of class
Instructional Segment Movie
Description of Instructional
StrategiesWe will finish whatever is left in the modern Romeo
and Juliet film.
Resources Needed
Film, television