ROMEO AND JULIET

English 10

FALL 2018
KARLEY REGEHR
Stirling School
Unit Plan Rational – Karley Regehr
Summary of Unit:
Grade level: 10
Number of Students: Unknown, but assumed to be approximately 20-25 students.
Topic/Unit of Study: Romeo and Juliet
Approximate Number of Lessons: 1 hour classes x3/week, 45 minutes x3/week
Brief description of Unit: Romeo & Juliet, Do Differences define us?

Core Questions:
1. Do our differences define us/shape our identity?
a. How did Romeo and Juliet’s differences affect their decisions?
2. How might our differences affect us?
3. How do the choices we make affect and shape our identities?
4. How do we balance being true to ourselves as well as responsibility to others?
a. Romeo and Juliet’s family loyalty vs. true self.

Rationale for these questions:

Goals for the Unit:

Students will be able to:
1. Analyze the techniques and conventions of drama
2. Recognize literary features including character, plot development, theme, and setting
3. Question characters’ motivations and make inferences about characters.
4. Validate understanding through textual references supporting multiple interpretations.
5. Apply strategies for determining meaning of vocabulary in context.

Outcomes:
General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
1.1 Discover possibilities
1.1.1 Form tentative understandings, interpretations and positions
1.1.2 Experiment with language, image and structure
1.2 Extend awareness
1.2.1 Consider new perspectives
1.2.2 Express preferences, and expand interests
1.2.3 Set personal goals for language growth
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend literature and
other texts in oral, print, visual and multimedia forms, and respond personally, critically
and creatively.
2.1 Construct meaning from text and context
2.1.1 Discern and analyze context
2.1.2 Understand and interpret content
2.1.3 Engage prior knowledge
2.1.4 Use reference strategies and reference technologies
2.2 Understand and appreciate textual forms, elements and techniques
2.2.1 Relate form, structure and medium to purpose, audience and content
2.2.2 Relate elements, devices and techniques to created effects
2.3 Respond to a variety of print and nonprint texts
2.3.1 Connect self, text, culture and milieu
2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint
texts
2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts

General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and
information.
3.1 Determine inquiry or research requirements
3.1.1 Focus on purpose and presentation form
3.1.2 Plan inquiry or research, and identify information needs and sources
3.2 Follow a plan of inquiry
3.2.1 Select, record and organize information
3.2.2 Evaluate sources, and assess information
3.2.3 Form generalizations and conclusions
3.2.4 Review inquiry or research process and findings

General Outcome 4
Students will listen, speak, read, write, view and represent to create oral, print, visual and
multimedia texts, and enhance the clarity and artistry of communication.
4.1 Develop and present a variety of print and nonprint texts
4.1.1 Assess text creation context
4.1.2 Consider and address form, structure and medium
4.1.3 Develop content
4.1.4 Use production, publication and presentation strategies and technologies consistent
with context
4.2 Improve thoughtfulness, effectiveness and correctness of communication
4.2.1 Enhance thought and understanding and support and detail
4.2.2 Enhance organization
4.2.3 Consider and address matters of choice
4.2.4 Edit text for matters of correctness

General Outcome 5
Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
5.1 Respect others and strengthen community
5.1.1 Use language and image to show respect and consideration
5.1.2 Appreciate diversity of expression, opinion and perspective
5.1.3 Recognize accomplishments and events
5.2 Work within a group
5.2.1 Cooperate with others, and contribute to group processes
5.2.2 Understand and evaluate group processes
 Resources

1. Romeo and Juliet – Second Edition, Harcourt Canada

This is the text that Stirling school has available for students to use and read as we
progress through this unit. This copy has valuable footnotes that allow students to
understand the text on a deeper level.
2. No Fear Shakespeare – Romeo and Juliet
I have purchased this text (teacher copy only) to help assist students in understanding the
text. While I have a hardcopy, it is also available online for student to use and view. This
text puts Romeo and Juliet into modern day English. This is one way to differentiate
content.
3. Romeo and Juliet Graphic Novel
This is another resource that can be used to aid students in understanding Romeo and
Juliet. It uses the Modern Day English text with pictures to help students visualize and
interpret what is happening during the play. This is a great way to differentiate content.
4. https://www.youtube.com/watch?v=FfHVVodICrE&feature=youtu.be (intro to
Shakespeare – 45 minutes)
5. Gnomeo and Juliet/Romeo and Juliet – Leonardo DiCaprio Version
I plan on using these films to help students visualize and gain a better understanding of
the text/content of Romeo and Juliet. By showing something more modern, students may
be able to make real world/modern day connections to the text.
6. Escape Room
If there is time, I have prepared an escape room activity for the end of the unit based on
Romeo and Juliet. This is a fun (formative assessment) activity that students can show
what they have learned, while working as a team to complete the puzzles and tasks.
7. https://www.youtube.com/watch?v=4kt8EzPxNeA&list=PLai1lKHezMNqFBmJMNtMS
sU2cSxO9fAdE R&J BBC audio book
Because Shakespearean language can be difficult to read and understand, I plan on using
this recording while reading longer scenes and acts. By hearing the flow and rhythm of
the text, I am hopeful that students will be able to grasp the text on a different level.
 Desired Results
Established Goals – GLO(s): These are the goals outlined within the Program of Study that will be
fulfilled within the entirety of the unit.
Program of Study Outcomes that can be fulfilled within the unit:
General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
1.1.1.a generate and experiment with strategies and contribute to forming tentative understandings,
interpretations and positions [for example, posing questions, suspending prejudgement as appropriate and
incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous.]
1.1.2.a experiment with language, image and structure to create different effects in particular situations and
for particular purposes and audiences [ for example, present the same information to two different
audiences, and make appropriate changes to the content to suit the audiences.]

General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend literature
and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.
2.1.1.a identify a variety of different kinds of texts, audiences and purposes for creating texts [for example,
purposes could include to inform, persuade, entertain or inspire; the purpose of a print advertisement is to
sell a product]
2.1.1.b use features found within a text as information to describe the communication situation within
which the text was created [for example, use specialized terminology, jargon, acronyms and idioms within a
text to describe context]
2.1.1.c describe the relationship between text and context [for example, constraints of time and space, issues
of gender and culture, whether or not the audience is present]
2.1.1.d identify the impact that personal context – experience, prior knowledge – has on constructing
meaning from a text
2.1.2.a use a variety of strategies to comprehend literature and other texts [for example, reading passages
out loud, forming questions, making predictions, using context to determine the connotative meanings of
words, using graphic organizers and making annotations], and develop strategies for close understand
contextual elements [for example, understanding subtext]
2.1.2.b paraphrase a text’ s controlling idea, and identify supporting ideas and supporting details
2.1.2.c summarize the plot of a narrative, describe its setting and atmosphere, describe development of
conflict, and identify theme
2.1.2.d describe the personality traits, motivations, attitudes, values and relationships of characters
developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an
appreciation of text.
2.1.2.e describe a text creator’ s tone, and relate tone to purpose and audience
2.1.2.f differentiate between literal and figurative statements and between imagery and non-sensory
language, identify symbol, recognize familiar allusions, and describe how images are developed in texts.
2.2.1.b describe aspects of a text that contribute to atmosphere, tone and voice [for example, textual
elements, such as setting, music and lighting, and stylistic techniques, such as a text creator’s choice of
words and expressions]
2.2.2.a describe rhetorical devices [such as parallel structure and repetition] and stylistic techniques [such as
purposeful use of precise denotative language and straightforward sentence structure] that create clarity,
coherence and emphasis in print and nonprint texts
2.2.2.b describe aspects of a text that contribute to atmosphere, tone and voice [for example, textual
elements, such as setting, music and lighting, and stylistic techniques, such as a text creator’s choice of
words and expressions]
2.2.2.c recognize irony and satire in print and nonprint texts, and identify language used to create irony and
satire
2.2.2.d describe the effects of musical devices, figures of speech and sensory details in print and nonprint
texts [for example, alliteration used to create emphasis, metaphor used to evoke images, and sensory details
used to evoke pathos]
2.2.2.e recognize the use of motif and symbol in print and nonprint texts
2.3.1.a identify and consider personal, moral, ethical and cultural perspectives when studying literature and
other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion
2.3.1.b respond personally and analytically to ideas developed in works of literature and other texts; and
analyze the ways in which ideas are reflected in personal and cultural opinions, values, beliefs and
perspectives
2.3.1.b compare choices and motives of characters and people portrayed in texts with choices and motives
of self and others
2.3.2.c describe settings and plots in terms of reality and plausibility, as appropriate
2.3.2.d describe character and characterization in terms of consistency of behaviour, motivation and
plausibility
2.3.2.f assess the significance of a text’s theme or controlling idea, and the adequacy, relevance and
effectiveness of its supporting details, examples or illustrations, and content in general
GLO 5 …respect, support, and collaborate with others.

Understandings: Essential Questions:

Students will understand that…
Students will understand basic grammatical and
spelling mechanics.
Students will understand basic literary devices
and concepts such as theme, tone, symbolism,
irony, and character development.
Prior understandings…
1. Do our differences define us?
a. How did Romeo and Juliet’s differences
affect their decisions?
2. How might our differences affect us?
3. How do the choices we make affect and shape our
identities?
4. How do we balance being true to ourselves as well as
responsibility to others?
a. Romeo and Juliet’s family loyalty vs. true
self.
Students will be able to…

Students will have at minimum an introductory
understanding of writing and writing
conventions.
Students will already have an understanding of
and will have completed learning outcomes in
preceding grades.
Students will make personal and real-world connections
to text and the ideas of others.
Students will be able to effectively communicate and
collaborate with others and in a variety of ways (written
responses, discussions, etc.).
Students will be able to reason through controversial
subjects and topics.
Where does this lead?
This unit will help contribute to the fulfillment
of the English 10-1 and 10-2 learning outcomes.
Students will have an understanding of identity
and the factors that shape and affect identity.
Students will acknowledge that multiple perspectives
exist and have the potential to be valid.
Among these things, this unit will help ensure the proper
scaffolding needed to fulfill the various learning
outcomes in subsequent grades
Analyze the techniques and conventions of drama
Recognize literary features including character, plot
development, theme, and setting.
Question characters’ motivations and make inferences
about characters.
Validate understanding through textual references
supporting multiple interpretations.
Apply strategies for determining meaning of vocabulary
in context.
 Assessments
Shakespeare
Think/Pair/ Brainstorm & Journal & Character Act 1-2 Act 3-5 Lit Creative
Title Jig Saw in the Quizzes
SLOS Share Discussions Activities
Classroom
Assignment Questions Questions Circles Project
Type F F F Formative Summative Summative Summative Summative S S Summative
(Formative/Summative)

Weighting 0% 0% 0% 0% Minor Minor Minor Minor Major 5% Major

Within Unit

1.1.1.a ü ü ü ü

1.1.2.a ü ü ü

2.1.1.a ü ü ü ü ü

2.1.1.b ü ü ü ü ü ü ü ü

2.1.1.c ü ü ü ü ü ü

2.1.1.d ü ü ü ü ü ü ü

2.1.2.a ü ü ü ü ü

2.1.2.b ü ü ü ü ü ü ü ü ü ü

2.1.2.c ü ü ü ü ü ü ü ü ü

2.1.2.d ü ü ü ü ü ü ü ü ü

2.1.2.e ü ü ü ü ü ü ü ü ü

2.1.2.f ü ü ü ü ü ü

2.2.1.b ü ü ü ü ü ü ü ü ü
2.2.2.a ü ü ü ü ü ü

2.2.2.b ü ü ü ü ü ü ü ü ü

2.2.2.c ü ü ü ü ü ü ü ü ü
 2.2.2.d ü ü ü ü ü ü ü ü

2.2.2.e ü ü ü ü ü

2.3.1.a ü ü ü ü ü ü

2.3.1.b ü ü ü ü ü ü

2.3.1.c ü ü ü ü ü ü ü

2.3.2.c ü ü ü ü ü ü ü

2.3.2.d ü ü ü ü ü ü ü ü ü

2.3.2.f ü ü ü ü ü ü

GLO 5 ü ü ü ü ü

Listening ü ü ü ü ü ü ü ü

Speaking ü ü ü ü ü

Reading ü ü ü ü ü ü ü ü ü ü

Writing ü ü ü ü ü ü ü ü ü

Viewing ü ü ü ü ü ü ü

Representing ü ü ü ü ü ü ü ü ü
 Assessment Tool Overview
Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
By keeping a unit portfolio with items like
KWL charts, journal entries, exit slips, and
other activities, I as the teacher will be able
Journals/Activities to track student understanding throughout ü ü
the unit to ensure proper scaffolding and
success. Students may also use this as a way
to track and monitor their own learning.
An activity like a Jig Saw will be used in
class to help students know and understand
the text that we are currently reading. This
activity serves as assessment for learning as
it will help me evaluate how much of the
Jigsaw text students are taking in and ü
understanding. It also serves as assessment
as learning, as students will be accountable
for their learning and it will help students
teach their peers about what they have
learned about the text.
Think/Pair/Share activities will enable
student to gather and express their thoughts
and ideas in a low-stakes environment and
then share them with the group. This allows
Think/Pair/Share ü
me to hear collected and organize thoughts
of the students so I can properly scaffold
further information or fill in gaps of
knowledge.
Again, these activities will enable student to
gather and express their thoughts and ideas
in a low-stakes environment and then share
Brainstorm &
them with the group. This allows me to hear ü ü
Discussions
collected and organize thoughts of the
students so I can properly scaffold further
information or fill in gaps of knowledge.
These questions will function as a check for
understanding. They will also help to direct
students to the essentials questions
Act Questions regarding identity. They will help direct me ü ü
as to whether students are keeping up with
the content, or if adjustments need to be
made.
 This activity acts as an introduction to
Shakespeare and Romeo and Juliet.
Shakespeare in the
Students will view the film while recording
Classroom Viewing
information they learn and self-evaluate the ü ü
Guide
work they have completed. This assignment
will help students adjust their mindset into
approaching Shakespeare and his works.
This assignment helps students discover and
Character explore characters (characteristics and
ü
Assignment developments) in a unique way, through
music and a written response.
This assignment will help students to
identify various themes/motifs/topics/ideas
within the play. It will help student focus on
Creative Project their written and creative skills. Students ü
will be given class time to work towards
completion. Students may need to take the
assignment home to work on as well.
These short quizzes will check for
understanding, and allow me, the teacher,
the gauge where my students are in their
learning. Do I need to repeat information?
Quizzes ü
How are my student comprehending and
absorbing the information? Quizzes are
great bench mark to see where the students
are at.
 September 3-7: Week 1
Monday Tuesday Wednesday Thursday Friday
45 mins & 60 mins (1 hour) (45 minutes) (1 hour) (45 mins)
Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:
Get to Know You Intro to Intro to Intro to
Shakespeare Shakespeare Shakespeare
SLOs Addressed:
N/A SLOs Addressed: SLOs Addressed: SLOs Addressed:
2.1.2.b; 2.3.2.c; 2.1.1.b; 2.1.1.c; 1.1.1.a; 2.1.1.c;
Text: 2.1.2.b; 2.3.2.c; 2.1.2.b; 2.2.2.a;
→ Course Outline Text: 2.2.2.b.; GLO 5
No School → Questionnaire → Romeo & Juliet Text:
→ Shakespeare in the → Romeo & Juliet Text:
No School Activities: Classroom → Shakespeare in the → Romeo & Juliet
1) Attendance & Classroom
seating plan Activities:
→ one fun fact about 1) Brief discussion Activities: Activities:
you of outline/any 1) Go over Viewing 1) Prologue reading –
→ write one page questions activity (self- Predictions, thoughts.
about your summer 2) Hand in assessment out of Shakespearean sonnet
questionnaires 5?/hand in) in Prologue
2) Course Outline 3) Intro to 2) Romeo & Juliet Rhyme Scheme
and class Shakespeare Power Point In partners, translate
expectations Video/viewing a. Intro each line.
3) Questionnaire activity b. Language Discuss.
4) Various Get to 4) Closing: We will R&J handout – read
Know You finish the video 3) Closing: What modern version of
tomorrow/please are your thought prologue. We our
go home and fill so far? Does interpretations
Assessment: in the missing Shakespeare correct?
Formative: gaps on your seem dry? The If you find yourself
→ 1 page written worksheet. The worst is over! struggling to
→ Observation video is available understand, use No
→ Conversation for you to view Fear Shakespeare.
Summative: on YouTube, the Assessment: Do you know of any
→ N/A link is at the Formative: famous feuds?
bottom of the → Observation 2) Prologue from
page. → Questions, DiCaprio Film
→ Conversation
Assessment: Summative: Assessment:
Formative: → Shakespeare in the Formative:
→ Observation Classroom → Observation
→ Questions, → Questions,
→ Conversation → Conversation
Summative: Summative:
→ Shakespeare in the → N/A
Classroom
 September 10-14: Week 2
Monday Tuesday Wednesday Thursday Friday
45 mins & 60 mins (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

Romeo and Juliet Romeo and Juliet R&J R&J R&J

SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:
1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 1.1.2.a;
2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.a-d; 2.1.2.a-f;
2.2.2.a; 2.2.2.b.; 2.1.2.c; 2.1.2.e; 2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.; GLO 2.2.1.b; 2.2.2.a-d;
2.2.2.a; 2.2.2.b.; 5 2.3.1.a-c; 2.3.2.c-f;
Text: 2.2.2.c; Text: GLO 5
→ Romeo and → Romeo & Juliet Text:
Juliet Text: → Romeo & Juliet Text:
→ Romeo and Activities: → Romeo & Juliet
Activities: Juliet 1) Scene 4-5
1) Recap from last Activities:
week. Activities: Assessment: 1) write down mad Activities:
(Shakespeare’s life, 1) Scene 1 & 2 Formative: lib words, read 1) Act 1 Lit
history, prologue) Quiz/Marking → Observation Scene 5, read out Circles
2) Romeo & Juliet 2) Scene 3-4 → Questions, mad lib. 2) Act 1 Questions
Act 1, Scene 1 → Conversation 2) prepare for lit
3) Romeo & Juliet Assessment: Summative: circles Assessment:
Act 1, Scene 2 Formative: → N/A
Formative:
Assessment: → Observation
→ Observation
Formative: → Questions, Assessment: → Questions,
→ Conversation Formative:
→ Observation → Conversation
Summative: → Observation
→ Questions,
→ Conversation → Quiz → Questions, Summative:
Summative: → Conversation → Lit Circles
→N/A Summative: → Act Questions
→ N/A

4) Lit Circles
à Intro to lit
circles and
groups.
à students with
like roles may
work together
(30 mins) to
complete their
role
à remaining,
Discuss roles
 with lit circle
groups.

Assessment:
Formative:
→ Observation
→ Questions,
→ Conversation
Summative:
→Lit Circles

September 17-21: Week 3

Monday Tuesday Wednesday Thursday Friday
45 mins & 60 mins (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

Theme/Topic: Act 2 Act 2 Act 2 Act 2
Act 2/Sonnets/Love
SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:
SLOs Addressed: 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 1.1.2.a;
1.1.1.a; 2.1.1.b; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.a-d; 2.1.2.a-f;
2.1.1.c; 2.1.2.b; 2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.; 2.2.1.b; 2.2.2.a-d;
2.2.2.a; 2.2.2.b.; 2.3.1.a-c; 2.3.2.c-f;
Text: GLO 5
Text: Text: → Romeo & Juliet
Text: → Romeo and → Romeo & Juliet Text:
→ Romeo and Juliet → Romeo & Juliet
Juliet Activities: Activities:
→ Sonnet 118 Activities: 1) Scene 5 1) Scene 6
1) Act 2, Scene 3-4 2) start preparing 2) Finish preparing Activities:
Activities: for lit circles for lit circles. 1) Act 2 Lit Circles
1) Act 1 Quiz Assessment: 3) Act Questions 2) Discussion
2) Act 2, Prologue Formative: 3) Hand out
and Scene 1. → Observation Assessment: character
→ Questions, Formative: Assessment: assignment – will
Assessment: → Conversation → Observation Formative: have 2nd block
Formative: Summative: → Questions, → Observation Monday to work on
→ Observation → N/A → Conversation → Questions, it.
→ Questions, Summative: → Conversation
→ Conversation → N/A Summative: Assessment:
Summative: → Act Questions Formative:
→ N/A → Observation
→ Questions,
Juliet’s Soliloquy → Conversation
1) Act 2 Scene 2 Summative:
2) Sonnet 118 → Lit circles
Sonnet activities → Act Questions
(pop sonnets),
rhyme scheme, etc.
Mad lib for Sonnet
118
3) Write your own
sonnet.
Assessment:
Formative:
→ Observation
→ Questions,
→ Conversation
Summative:
→ Act Questions
(sonnet)
 September 24-28: Week 4
Monday Tuesday Wednesday Thursday Friday
45 mins & 60 mins (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

Romeo & Juliet Romeo & Juliet Romeo & Juliet Romeo & Juliet

SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:

1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b;
2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b;
2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.;

Text:
Text: Text: Text: → Romeo & Juliet
→ Romeo and → Romeo and → Romeo & Juliet No School
Juliet Juliet PD
Activities: Activities:
Activities: Activities: 1) Character 1) Act 3, Scene 4-5
1) Act 2 Questions 1) Act 3 Scene 1-2 Assignment Due 2) Prep for lit
2) Act Two Quiz 2) Act 2 Questions/ 2)Act 3 Scene 3 circles on Monday
character
assignment.
Assessment: Assessment: Assessment:
Formative: Assessment: Formative: Formative:
→ Observation Formative: → Observation → Observation
→ Questions, → Observation → Questions, → Questions,
→ Conversation → Questions, → Conversation → Conversation
Summative: → Conversation Summative: Summative:
→Quiz Summative: → Character →
→Questions → N/A assignment

Activities:
1) Character
Assignment – work
period, Due
Wednesday

Assessment:
Formative:
→ Observation
→ Questions,
→ Conversation
Summative:
→Character
Assignment
 October 1-5: Week 5
Monday Tuesday Wednesday Thursday Friday
45 mins & 60 mins (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

Romeo & Juliet Romeo & Juliet Romeo & Juliet Romeo & Juliet Romeo & Juliet

SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:
1.1.1.a; 1.1.2.a; 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b; 1.1.1.a; 1.1.2.a; 1.1.1.a; 2.1.1.b;
2.1.1.a-d; 2.1.2.a-f; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b; 2.1.1.a-d; 2.1.2.a-f; 2.1.1.c; 2.1.2.b;
2.2.1.b; 2.2.2.a-d; 2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.; 2.2.1.b; 2.2.2.a-d; 2.2.2.a; 2.2.2.b.;
2.3.1.a-c; 2.3.2.c-f; 2.3.1.a-c; 2.3.2.c-f;
GLO 5 GLO 5 Text:
Text: Text: → Romeo & Juliet
→ Romeo and → Romeo & Juliet Text:
Text: Juliet → Romeo & Juliet
→ Romeo and Activities: Activities:
Juliet Activities: 1) Act 4 scene 4-5 1) Act 4 Quiz
1) Act 4 scene 1-3 2) Act 4 Questions Activities: Work period for
Activities: 3) Prep for lit 1) ½ class prep for creative project.
1) Review from last Circles lit circles
week. What has Assessment: 2) Act 4 Lit circles Assessment:
happened? What do Formative: Assessment: 3) catch up/hand in Formative:
we know about the → Observation Formative: on act questions → Observation
character/identity of → Questions, → Observation → Questions,
→ Conversation → Questions, → Conversation
Romeo and Juliet?
Summative: → Conversation Assessment: Summative:
How have their
→ N/A Summative: Formative: → N/A
choices affected
→ N/A → Observation
their identity? What
are the opposing → Questions,
factors to their → Conversation
identity? True Self Summative:
vs. how the world → Lit Circles
views you. Do you →
think the rest of
Verona views R&J
as their true self?
2)Finish Act 3 if not
done so.
3) Act 3 Questions/
lit circle prep

Assessment:
Formative:
→ Observation
→ Questions,
→ Conversation
Summative:
→Quiz

Activities:
1) Act 3 Lit Circles
2) Act 3 quiz
3) Remainder work
period for miss
items
4) Introduce
Creative Project

Assessment:
Formative:
→ Observation
→ Questions,
→ Conversation
Summative:
→ Lit Circles
→ Quiz
 October 8-12: Week 6
Monday Tuesday Wednesday Thursday Friday
45 mins & 60 mins (1 hour) (45 minutes) (1 hour) (45 mins)

Theme/Topic: Theme/Topic: Theme/Topic: Theme/Topic:

Romeo & Juliet Romeo & Juliet Romeo & Juliet Romeo & Juliet

SLOs Addressed: SLOs Addressed: SLOs Addressed: SLOs Addressed:

1.1.1.a; 2.1.1.b; 1.1.1.a; 1.1.2.a; 1.1.1.a; 2.1.1.b; 1.1.1.a; 2.1.1.b;
2.1.1.c; 2.1.2.b; 2.1.1.a-d; 2.1.2.a-f; 2.1.1.c; 2.1.2.b; 2.1.1.c; 2.1.2.b;
2.2.2.a; 2.2.2.b.; 2.2.1.b; 2.2.2.a-d; 2.2.2.a; 2.2.2.b.; 2.2.2.a; 2.2.2.b.;
2.3.1.a-c; 2.3.2.c-f;
GLO 5 Text: Text:
NO SCHOOL Text: → Romeo & Juliet → Romeo & Juliet
THANKSGIVING → Romeo and
Juliet Text: Activities: Activities:
→ Romeo & Juliet 1) R&J Film 1) R&J Film
Activities: 2) Remaining time
1) Act 5 (all) Activities: work on creative
2) thoughts on the 1) Act 5 Lit Circles Assessment: project. DUE
play? 2) Act 5 quiz Formative: MONDAY
3) Act 4/5 questions → Observation
4) Lit circle prep. Assessment: → Questions, UNIT TEST
Formative: → Conversation MONDAY?
→ Observation Summative:
Assessment: → Questions, → UNIT END
Formative: → Conversation
→ Observation Summative: Assessment:
→ Questions, → Act Quiz Formative:
→ Conversation à Lit circles → Observation
Summative: → Questions,
→ N/A → Conversation
Summative:
→ Creative Project
à unit test