romeo and juliet unit plan

7/29/2019 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):

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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?

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3

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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


StrategiesI will share the answers to each question and have

each student keep the quiz as a study guide.

Resources Needed

Projector, pretests


Instructional Segment Biography on Shakespeare lecture


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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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.


Instructional Segment Prologue


StrategiesRead prologue aloud, and break down for clarity.

Discuss structure and requirements, explain Iambic

Pentameter

Resources Needed

Plays


Instructional Segment Work on sonnets


StrategiesEach student will produce a sonnet to be completed

before we move on. It will follow the worksheet

structure attached.

Resources Needed

Sonnet worksheets


Instructional Segment Share Sonnets


StrategiesStudent volunteers will read their sonnets aloud to

share with the class.

Resources Needed

Sonnet worksheets


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Instructional Segment SSR


Strategies

As a modality change, students will read their own

book as a break from Romeo and Juliet.

Resources Needed

SSR book


Instructional Segment Characterization Introduction


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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English ITeacher:

Millea


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.


Instructional Segment Vocabulary


StrategiesStart out class with explaining the Vocab word wall

for this unit.

Resources Needed

Word wall


Instructional Segment Vocab worksheets


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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Instructional Segment Introduce Short story assignment


StrategiesTheir homework will be to write a short story

including 10 of the vocabulary words used correctly.

Due tomorrow.

Resources Needed

Worksheets


Instructional Segment Read Act 1, Scene 1


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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English ITeacher:

Millea


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


Instructional Segment Vocabulary Worksheet


StrategiesWork on Vocabulary worksheet in groups Resources Needed

Vocabulary worksheets,

plays, dictionaries


Instructional Segment Shakespearean Insults


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


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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English ITeacher:

Millea


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.


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


Instructional Segment Translating the scene


Strategies

In groups of 3-4, students will work to translate the

scene we just read into modern language.

Resources Needed

Plays


Instructional Segment Review translations


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.


Instructional Segment Movie


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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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English ITeacher:

Millea


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


StrategiesGroups will perform their translated scene for the

class.

Resources Needed

Props, backgrounds,

costumes, etc.


Instructional Segment Discussion of performance


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.


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


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English ITeacher:

Millea


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.


Instructional Segment Introduce Group Character Analysis Essay


StrategiesGo over requirements, show example essay on the

board, answer questions.

Resources Needed

Plays, example essay,

projector


Instructional Segment Work time


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


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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English ITeacher:

Millea


grade

Date of Instruction: Monday


.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.


Instructional Segment Work on Vocabulary Sheets


StrategiesStudents will have the beginning of class to work on

their vocab sheets and help each other out.

Resources Needed

Plays, worksheets


Instructional Segment Read 3.2-4


StrategiesWe will read Act 3 scenes 2-4 aloud in class. Students

will be assigned characters to read for.

Resources Needed

Plays


Instructional Segment Work time on group essays


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.


Instructional Segment Vocabulary Worksheets


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


Instructional Segment Read 3.5


StrategiesWe will read Act 3, Scene 5 aloud in class. Resources Needed

Plays


Instructional Segment Act 3 quiz


StrategiesStudents will take the Act 3 quiz Resources Needed

Quiz

Block Segment #4Approximate Time Rest of Class

Instructional Segment Work time on Group papers


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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English ITeacher:

Millea


grade

Date of Instruction: Wednesday


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.


Instructional Segment Presenting Group Papers


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


Instructional Segment Begin Act 4


StrategiesRead 4.1-2 aloud in class. Resources Needed

Plays


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English ITeacher:

Millea

Predominant Grade Level: 9

th

gradeDate of Instruction: Thursday


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


Instructional Segment Finish Act 4


StrategiesWe will read 4.3-5 aloud in class, with volunteers

reading.

Resources Needed

Plays

Block Segment #2


Instructional Segment Act 4 Quiz


StrategiesQuiz on act 4 Resources Needed

Quizzes


Instructional Segment Quote analysis


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


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


34/39


English ITeacher:

Millea


grade

Date of Instruction: Friday










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.


Instructional Segment Brainstorming Paper


Strategies Students will work individually to decide on theircharacter and three vocabulary words to write about.

Resources Needed

Plays, computers, workshee


Instructional Segment Partner Brainstorm


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



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Instructional Segment Begin Act 5


StrategiesWe will read act 5 scene 1 aloud in class. Resources Needed

Plays


Instructional Segment Work time on outline/paper


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



36/39


English ITeacher:

Millea


grade

Date of Instruction: Monday










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


Instructional Segment Turn in drafts


StrategiesEach students will turn in a draft of their paper for me

to look over before our meeting this week.

Resources Needed


Instructional Segment Finish reading play


StrategiesRead 5.2-5 Aloud in class, students will be assigned

parts to read for.

Resources Needed

Plays


Instructional Segment Act 5 quiz


StrategiesStudents will take the act 5 quiz Resources Needed

Quizzes


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Instructional Segment Vocab sheets, character sheets


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


38/39


English ITeacher:

Millea


grade

Date of Instruction: Tuesday-Wednesday


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


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


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


39/39


English ITeacher:

Millea


grade

Date of Instruction: Thursday


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


Instructional Segment Student grading


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


Instructional Segment Movie


StrategiesWe will finish whatever is left in the modern Romeo

and Juliet film.

Resources Needed

Film, television

romeo and juliet unit plan

Documents