TE 804: Unit Plan Assignment

Course: ELA 9: Romeo and Juliet

Unit Dates: January 26 - March 23 Non-Instructional Days: Thursdays

Unit Length: 8 weeks
Unit Length (Instructional Days):

Unit Overview: In this unit, students will read and explore Summative Assessment(s)
Shakespeares play Romeo and Juliet. Through close reading, Group modernization of a scene
they will understand what a tragedy is and how Shakespeare Scenes pre-selected by teacher
uses those components to further the play. Students will focus on Can use references but cannot be copied word for
the relationships and choices described in the play and how they word.
affect the rest of the text. At the end of the unit, students will Literary analysis of a passage from the play chosen
modernize a scene from the book and construct a literary by the teacher.
analysis of a passage chosen. Formative Assessments
Exit slips
Class discussions
Check for understanding
Informal reflection

Enduring Understandings: Inquiry Question(s):

Literary elements that are present in Shakespearean plays and
how these elements affect the writing.
Analyzing a passage can help in discovering and describing the
literary devices that the author purposively uses to further.
Working with a variety of texts will assist in preparing students
for the SAT.
Language choices made by the author affects how readers will
interpret a text.
The stage directions that the author uses helps with the flow and
idea of the text.
In what ways do little decisions/choices affect our
lives and our big
achievements/responsibilities/tragedies?
How does Shakespeare use literary devices?
What do we think tragedy is and does Romeo and
Juliet fit that idea?
Is any single person or idea (fate) at fault for the
outcome of this play?

Important Content-based Vocabulary Technology/Instructional Foundational Routines/Procedures:

Materials -Opening journals
 Student Chromebooks -Practice analysis
PowerPoints -Exit slips
Video Clips to compare in
lessons

Resources: List texts, teaching materials, videos, and other Rigor & Intervention Strategies
supplementary resources you will visit. - Translation
- Zeffirelli Version of Romeo and Juliet
- Baz Lurhmann Version of Romeo and Juliet
- Maroon 5 Daylight
- Chagalls Romoe and Juliet Painting

Standards Unwrapped Skills

List the common core or other standards
Procedural Skills Conceptual Understandings
you use in your classroom. If you do not
Break down the standards to Break down the standards to identify what
use standards in your classroom, choose
identify what students need to students need to know to meet the standard
the appropriate common core standards
be able to do to meet the (ie. definition of theme).
for your unit.
standard. Here you should
consider prerequisite skills.

Close read Textual evidence

CC 9-10. R1: Cite strong and thorough Distinguish between explicit v. Analysis
textual evidence to support analysis of implicit Inferences
what the text says explicitly as well as Draw conclusions about what ** Strong and thorough
inferences drawn from the text. a text says What do they mean?
Make a claim about what the
text says
Identify and select evidence
from the text.
Evaluate the strength

- Write arguments - Valid Reasoning

 CC W9-10.1: Write arguments to support - Use of valid reasoning - Sufficient evidence
claims in an analysis of substantive -
topics or texts, using valid reasoning and
relevant and sufficient evidence

CC RL. 9-10.2: Determine a theme or - Determine a central - Theme

central idea of a text and analyze in theme/idea - Central idea
detail its development over the course of - Analyze the theme/idea - Development over the course of the
the text, including how it emerges and is - Provide objective text
shaped and refined by specific details; summary - Specific details
provide an objective summary of the text - - Objective summary

CC W.9-10.4 Produce clear and coherent
writing in which the development,
organization, and style are appropriate to
task, purpose, and audience.
- Produce writing with
appropriate organization to
task, purpose, and audience.
- Clear and coherent writing
- Appropriate writing to task, purpose,
and audience
- Writing with development,
organization, and style

CC RI.9-10.6 Determine an authors point - Determine POV - Rhetoric to advance POV

of view or purpose in a text and analyze - Determine purpose - POV
how an author uses rhetoric to advance - Analyze an authors - Authors purpose
that point of view or purpose. rhetoric

CC SL.9-10.1 Initiate and participate - Initiate and participate - Effectively participating

effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues,
building on others ideas and expressing
their own clearly and persuasively.
in discussions - Collaborative discussions
- Building on others - Clear and persuasive ideas
ideas
- Expressing own ideas
clearly and persuasively
RL. 9-10.4: Determine the meaning of - Determine meaning of - Figurative and connotative meanings
words and phrases as they are used in words and phrases - Cumulative impact of specific word
the text, including figurative and - Analyze impact of word choices
connotative meanings; analyze the choice - Meaning and tone
cumulative impact of specific word
choices on meaning and tone (e.g., how
the language evokes a sense of time and
place; how it sets a formal or informal
tone).

Common Core Supporting Standards

Here you can list any supporting standards you will draw on in the unit. These standards will not be the focus of the
assessments or lessons in your unit but may be important to the overall unit.

Aims Calendar
Here you should list daily objectives for the unit. You should block out non-instructional days. You may also want to list
focus texts or activities for these days. The overarching theme for the week should be the focus for the week or how the
daily objectives move you toward your overarching goals.

Monday Tuesday Wednesday Thursday Friday

Date: 1/23 Date: 1/24 Date: 1/25 Date: 1/26 Date: 1/27

Overarching theme for week: Students will understand the themes that are presented in Romeo and Juliet. Students will
also recognize a variety of vocabulary that is necessary to understand Shakespearean plays.

SWBAT take a stand on SWBAT research and

themes that are define the vocabulary
---------------------- ------------------------------ ------------------------------ presented in Romeo and words provided that
Juliet through an relate to Shakespearean
Anticipation/Opinionnair themes.
e activity. SWBAT make
a claim and provide
 personal evidence to
back up their claim.

Monday: Tuesday Wednesday Thursday Friday

Date: 1/30 Date: 1/31 Date: 2/1 Date: 2/2 Date: 2/3

Overarching theme for week: Students will begin reading Romeo and Juliet. Students will understand the literary devices
that Shakespeare uses in the prologue and the drama aspect in the play.

SWBAT close read SWBAT understand SWBAT perform and SWBAT identify SWBAT log into their
the prologue of Shakespeares life summarize act one Shakespearean insults Khan Academy accounts
Romeo and Juliet and why scene one. Students will and how different tones and start doing lessons
and respond to Shakespeare is still also be able to identify affect how the audience that will assist in PSAT
the sonnet in a talked about in and understand the use views these different prep.
critical way. schools. of oxymorons in tones throughout the
SWBAT Romeos speech in the plays.
understand how scene.
tone is presented
in a variety of
representations
of this prologue
in films.

Monday Tuesday Wednesday Thursday Friday

Date: 1/6 Date: 1/7 Date: 1/8 Date: 1/9 Date: 1/10

Overarching theme for week: Understanding Act One. Students will start gaining ideas regarding the play and identify
different themes present.

SWBAT. SWBAT read and SWBAT read and perform SWBAT read and SWBAT use their
perform Act one Act one Scene four. perform Act one Scene previous knowledge to
NO SCHOOL Scene 2 and 3. SWBAT identify how five. SWBAT make review Act One in their
SWBAT summarize different characters think claims about tone in Act One quiz.
the events and make of love. this scene after
predictions on what watching both movie SWBAT follow a teacher
 they think will versions. led discussion on how to
happen next. close read and make a
passage analysis.

Monday Tuesday Wednesday Thursday Friday

Date: 2/13 Date: 2/14 Date: 2/15 Date: 2/16 Date: 2/17

Overarching theme for week: Students will use the movie versions of the play to identify tone and also work as a
compare/contrast to themes present in the play.

SWBAT read and SWBAT make their SWBAT display skills in KHAN ACADEMY SWBAT read, perform,
perform Act 2 own Valentine's (or analyzing and close analyze, and summarize
scene 1 and 2. anti-valentines) and reading Romeos Act 2 scene 3 and 4.
SWBAT compare use a variety of monologue in Act 2.
how the different Shakespearean SWBAT identify how
movie versions of language to theme is presented
Romeo and Juliet construct cards. differently in the 3
portray the versions of the play we
balcony scene. have been viewing.
Use of Venn SWBAT identify literary
Diagrams will terms in the balcony
help organize the scenes.
students
thoughts.

Monday Tuesday Wednesday Thursday Friday

Date: 2/20 Date: 2/21 Date: 2/22 Date: 2/23 Date: 2/24

Overarching theme for week:

SWBAT read and SWBAT use their SWBAT read and SWBAT. SWBAT read and
summarize Act 2 previous knowledge summarize Act 3 scene 1. KHAN ACADEMY summarize Act 3 scene
scene 5 and 6. to review Act Two in 2 and 3. SWBAT analyze
their Act Two quiz. SWBAT explore the Chagalls painting of
conflicting motivations of Romeo and Juliet and
SWBAT follow a Mercutio, Romeo, and determine what
teacher led Tybalt. - Who is to blame Chagalls painting
discussion on how to for Mercutios death? choices mean in relation
close read and make to the play.
a passage analysis. SWBAT understand how
the death affects Close read a painting.
character development
and become aware of
how these events
advance the tragic plot.

Monday Tuesday Wednesday Thursday Friday

Date: 2/27 Date: 2/28 Date: 3/1 Date: 3/2 Date: 3/3

Overarching theme for week: Students will use drama based pedagogy and rhetorical devices to analyze the section we
are reading in class.

SWBAT read and SWBAT read and SWBAT use their previous KHAN ACADEMY SWBAT close read lines
summarize Act 3 summarize Act 3 knowledge to review Act 89-126 of Act 4 scene 1
scene 4. SWBAT scene 5. SWBAT close Three in their Act Three in groups.
have a better read and use quiz.
understanding of rhetorical devices to SWBAT read and
the previous analyze a speech. SWBAT read and summarize Act 4 scene
scenes and summarize Act 4 scene 1 2 and 3.
themes through and especially focus on
Tableau. lines 44-88 to close read.
Monday Tuesday Wednesday Thursday Friday
Date: 3/6 Date: 3/7 Date: 3/8 Date: 3/9 Date: 3/10

Overarching theme for week: Ideas are presented for the outcome of the play. Analyzing how fate is prominent and how
that works with the ideas that make up a tragedy.

SWBAT read Act 4 SWBAT use their SWBAT read and KHAN ACADEMY SWBAT find quotes and
scene 4 and 5. previous knowledge summarize Act 5 scene 3. ideas in the play that
SWBAT identify to review Act Four in SWBAT understand fate demonstrate why
and make claims their Act Four quiz. through a variety of Romeo and Juliet is a
on who is actually SWBAT read and quotes (Daniel Defoe, tragedy.
responsible for summarize Act 5 Napoleon, and
Juliets death scene 1. Shakespeare).
through SWBAT view the tomb
analyzing the scene and identify how
text. fate is presented.

Monday Tuesday Wednesday Thursday Friday

Date: 3/13 Date: 3/14 Date: 3/15 Date: 3/16 Date: 3/17

Overarching theme for week: Students will start to work on their final performances and also look at rhetorical devices
that will assist in their passage analysis from the reading.

SWBAT identify SWBAT analyze SWBAT use their previous KHAN ACADEMY SWBAT demonstrate
the three types of Maroon 5s song knowledge to review the their skills in writing an
irony and how Daylight. SWBAT play of Romeo and Juliet analysis of a passage
they are present identify rhetorical in a Final Quiz. from the play.
in Romeo and devices and look for
Juliet. similar themes that SWBAT follow work in
are presented in groups to write a passage
SWBAT Romeo and Juliet. analysis.
modernize the
entire play in a SWBAT close read SWBAT identify what an
short 8-10 line the lyrics and A passage analysis
rap. SWBAT compare it to close looks like.
perform their rap reading in class.
and analyze the
validity of other
groups
performance.

Monday Tuesday Wednesday Thursday Friday

Date: 3/22 Date: 3/21 Date: 3/22 Date: 3/23 Date: 3/24

Overarching theme for week: Students will work on their modernization of the scene and perform for the class.

SWBAT present SWBAT present their SWBAT present their own SWBAT present their SWBAT present their
their own group own group group modernization of own group own group
modernization of modernization of the the play. modernization of the modernization of the
the play. play. play. play.

Lesson Plan 1 Prologe analysis

Instructor
Dates 1.30.17
Essential ?s
Lesson SWBAT read the prologue with different dramatic readings to enhance their knowledge of the
Objective(s) content.
SWBAT identify key themes discussed in the prologue and establish the necessity for prologues in
plays.
Standards CC RL. 9-10.2
CC RI.9-10.6
CC RI. 9-10.1
Resources/Material - Copies of prologue for all students
s Needed - Classroom set up has to allow for students to sit in large circle.

Time Learning Task Methods or Procedures

10 Journal Why do you think a prologue is important or necessary to read before a play?
min
5-10 Teacher read aloud while Pass out copies of the prologue
min students annotate. Ask students to form a large circle with their chairs
T reads prologue first, S just listens
T reads prologue for a second time and S annotate the text.
- Ask them to focus on two and how many doubles there are in this
prologue.
15 Different reading types First reading: All students read aloud together in unison.
min - Discuss any confusing words that students found
Second reading: The students will read the prologue one word at a time
- Acknowledge that this reading helps students understand and recognize
the significance of a single word
Third reading: Complete the second reading again. Ask students to not sound like
robots and to make it seem like it is being read with one voice. Remind students
that lengthy pauses between readers will affect this reading style.
Fourth reading: Girls read the first half of the line and boys read the second half.
Lines 4 and 5 all students read together
Fifth reading: Ask for a volunteer to read to the punctuation marks rather than
pausing at each line.
Sixth reading: (tell students to return their chairs to their desks.) The students
will walk around the room while reading the prologue. After each line, students
will change direction they are walking.
10 TPS Students answer the following questions in their composition books. Then have
min students pair up and share their ideas with a partner. Afterwards, ask students to
share their ideas to the class.
- After reading, what do you think the purpose of the prologue is?
- How is love and/or hate described?
- Why is it important to know the end before seeing it?
- How did the prologue add suspense for the reader?
Formative - TPS discussion questions
Assessment - Participation in all activities
What will you do if - If students are not understanding, I will go through the prologue line by line and help them
students do not understand what it is saying. I will also turn the TPS at the end into a large class discussion so I can
understand? gauge where students understanding levels are at.
Extended - Questions for homework if they are not finished in class.
Learning/ - Predictions for what will happen in Romeo and Juliet.
Homework - Watch the movie versions and compare the themes

Lesson Plan 2: Close reading of a painting

Instructor
Dates 2.24.17
Essential ?s How does close reading a pa
Lesson SWBAT analyze Chagalls painting of Romeo and Juliet and determine what Chagalls painting
Objective(s) choices mean in relation to the play.
Standards CC RL. 9-10.2
CC RI.9-10.6

Resources/Material - Chagalls painting

s Needed - Romeo and Juliet text

Time Learning Task Methods or Procedures

10 Journal Put up a picture and ask students to close read to the best of their ability.
min Class discussion
- What did you notice after close reading the piece?
- Was there anything that became visible to you only after looking at the
piece for a longer period of time?
10 Close read Chagalls Romeo Silently and individually, ask students to close read the painting projected in the
min and Juliet painting front of the room.
Answer the following questions:
- What are the predominant colors in the painting? Bright, dark, muted?
- Who are the figures? How are they represented?
- What other symbols or imagery can you identify in the painting?
- Emotion?
- Where are R & J in relation to the city?
- What is the artist leaving out?
- DO you think someone who has not read Romeo and Juliet would look at
this differently than you do?
 Class discussion Open up the floor for a healthy discussion. Relate back to the questions
previously stated but also see where the students are most interested in heading
Drawing Ask students to draw an abstract drawing that they think relates to Romeo and
Juliet and provide an example of why they drew what they drew.
Exit Slip What aspects of Romeo and Juliet do Chagall and Shakespeare choose to
emphasize and to leave absent? What effect do these choices create when you
consider them in context of the events of the play? Use evidence from the text
and the painting to support your claim.

Formative - Exit Slip

Assessment
What will you do if - Walk them through the questions one by one
students do not
understand?
Extended - Ask students to find a painting that they think would be a good piece to close read.
Learning/
Homework

Lesson Plan 3: Who is at fault for Mercutios death?

Instructor
Dates 2.22.17
Essential ?s Is any single person or idea (fate) at fault for the outcome of this play?
Who is at fault for Mercutios death? Tybalts death?
How does the prologue predict and explain what is happening in the play
Lesson SWBAT read and summarize Act 3 scene 1.
Objective(s) SWBAT explore the conflicting motivations of Mercutio, Romeo, and Tybalt. - Who is to blame for
Mercutios death?
SWBAT understand how the death affects character development and become aware of how these
events advance the tragic plot.
Standards CC RL.9-10.1
CC RL.9-10.2
CC RL.9-10.6
Resources/Material Each student needs a copy of his/her own text
s Needed
Time Learning Task Methods or Procedures
10 Journal Is revenge ever permitted?
min
20 Reading Act 3 scene 1 as a While the volunteers/actors are reading, the audience members will move the
min class actors where they should be as we are reading.
Students will be arranging their classmates in Tableaux poses in order to
represent the themes and emotions through the posing.
5 min Students will update summaries in their composition books
15 Group discussions Ask students to respond to this scene.
Provide students with questions on the board to assist in starting the discussions
and in case some are stuck
How do the greetings that Tybalt and Romeo exchange in lines 59-64 advance the
plot?
What effect is created with the greetings between Tybalt and Romeo?
How is Romeos character developed in this scene? What about his interactions
between him and Mercutio?
What central idea is developed through the repetition of [a] plague a both your
houses?

5 min Exit Slip How does Shakespeare develop Romeos character through his interactions in
this scene?

Formative Students participation

Assessment Exit slip
Summaries
What will you do if Instead of small group discussions, I will have students write their answers down and then TPS as a
students do not full class discussion.
understand?
Extended This lesson will be continued on to the next day when students will compare the fighting scenes from
Learning/ both movies.
Homework

Rubric (project is 20% of course grade)

Exceeds (4.0) Meets (3.5) Approaches (3.0) Not Evident 0.0-2.5
Overview Overview and Overarching
and goals section demonstrate
Overarchin nuanced and complex
g Goals expectations for students
learning and understanding.
Student inquiry drives the
instructional plan.
Overview and Overarching
goals section lays out clear
goals and expectations for
student learning. The goals
and expectations ask
students to engage in
inquiry.
Overview and Goals for the unit are not
Overarching goals clear or do not ask students
section lays out to undertake inquiry.
somewhat clear goals
and expectations for
student learning. The
goals and expectations
ask students to
undertake some
inquiry.

Summative Your Unit Assessment(s) Your Unit Assessment(s) Your Unit Your Unit Assessment(s)
and clearly aligns with the unit mostly helps you determine Assessment(s) does not help you
Formative objectives. The purpose of if students have somewhat helps you determine if students have
Assessment the assessment connects to demonstrated how the unit determine if students demonstrated how the unit
s students lives. objective(s) has been met. have demonstrated objective(s) has been met.
how the unit
objective(s) has been
met.

Standards Standards are clearly tied to
unit overarching goals.
Unpacking of standards
shows clear understanding
on the part of the teacher of
what specific standards ask
of students.
Standards are clearly tied to Standards are tied to Standards are not clearly
unit overarching goals. unit overarching goals. tied to unit overarching
Unpacking of standards Unpacking of standards goals. Unpacking of
shows some understanding shows some standards does not show
on the part of the teacher of understanding on the understanding on the part
what specific standards ask part of the teacher of of the teacher of what
of students. what specific standards specific standards ask of
ask of students. students.

Calendar Calendar and daily lesson
and Daily plans show how activities
Lesson and formative assessments
Plans string together cohesively to
scaffold students toward
Calendar and daily lesson
plans show how activities
and formative assessments
string together cohesively
to scaffold students toward
Calendar and daily Calendar and daily lesson
lesson plans show plans do not show how
some evidence how activities and formative
activities and formative assessments string
assessments string together cohesively to
 overarching goals of the unit. overarching goals of the together cohesively to scaffold students toward
Daily lesson plans are unit. scaffold students overarching goals of the
thoughtfully constructed to toward overarching unit.
scaffold students toward goals of the unit.
formative and summative
assessments.

What Your presentation of Your presentation of

Works something that worked from something that worked
Presentatio your unit plan shows careful from your unit plan does
n thought and preparation. not show careful thought
and preparation.