Romeo and Juliet Unit Plan

Topic/Theme: Romeo and Juliet Time frame: 3 weeks Class/Grade Level: English/9th
Allison Millea Dr. Hodgkinson Educ 132: Secondary Methods 9 May 2012
UbD Template Adapted from Wiggins and McTighe
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, and to 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, choosing flexibly 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 of Shakespearean language. They will be able to speak in front of their classmates with confidence. They will be able to characterize based on quotes, actions, and description.
Sta ge 1 De sir ed Re What skills and/or abilities should students acquire sul ts by the end of the unit? Students will be able to take Shakespearean language (M and translate it into modern speech. ea They will be capable of citing from the text correctly. nin They will understand the soliloquy pattern and be g) capable of writing their own.
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 Sta ge 1 De sir ed Re sul ts (Co nti nu ed) (M ea nin g)
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?
Summative Assessment (Performance-based):
(How will you SUMMATIVELY assess whether or not students have acquired the knowledge and skills that you plan to teach in this unit? Students will be split into groups and assigned a specific scene to translate into modern speech and perform in front of the class while utilizing props, costumes, and backdrops. They will be graded on the clarity of their translation, creativity of props, etc, and ability to follow stage directions appropriately. With this summative assessment, students will answer the question, How is Shakespeare still applicable today and how does he affect our culture?
Other Summative Assessments (selected-response, extended written response, personal communication, performance-based): (How else will you SUMMATIVELY assess whether or not students have acquired the knowledge and skills that you plan to teach in this unit?) After performances, students will form groups and each group will pick a specific character. The group will be responsible for producing an essay analyzing their character based on research, quotes, and actions. The Romeo and Juliet unit will ultimately end with an individual essay based on characterization of one character defined by three vocabulary words.
Sta ge 2 Evi de nc e of De sir ed Re sul ts
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? 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. Introductory Lessons & Assessments (Will you introduce students to the state standards? Enduring understandings? Essential questions? How will you hook students and/or get them interested in this unit of instruction? (What knowledge (facts, concepts, etc.) and/or skills will you teach 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
Intermediate Lessons & Assessments (What knowledge (facts, concepts, etc.) and/or skills will you teach in the middle part of this unit? What instructional strategies will you use? What formative assessments will you use to check for student understanding? How will you prepare students for your summative assessment?) Lessons 6-12 will be intermediate
Sta ge 3 Le arn ing Pla n
Ending Lessons & Assessments (What knowledge (facts, concepts, etc.) and/or skills will you teach in the middle part of this unit? What instructional strategies 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
Sunday
Monday
Tuesday
Wednesday
Thursday
Soliloquy Act 1 Scene 1 Assignment and Vocabulary discussion HW: Vocab guide Introduce Characterization 1.5 Read in class, Translate Act 1 Quiz 3.2-4 In class writing work on papers in groups 5.2-5 Draft of final paper due Act 5 quiz 2.1 Group 1 Performance and discussion 3.5 Act 3 Quiz Last day to work on group papers
1.2 Read in Class, Translate in Groups HW: Shakespearean insults comic 2.2-3 Groups 2/3 Performance and discussion 4.1-2 Group Characterization paper due
1.3 Read in Class, Translate HW: Vocabulary 2.4-5 Groups 4/5 Performance/ discussion Act 2 Quiz 4.3-5 Act 4 quiz, Poster quotations, introduce final paper Final Paper due
Friday Unit PreAssessment/ Biography of Shakespeare 1.4 Read in Class, Translate HW: Plan for performance of Act 2 3.1 Begin Characterization essay in groups based on character 5.1 Work on final paper
Saturday
Peer Peer Revision/Meeting Revision/meet with me on final with me paper
Lesson 1
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Friday- Pretest Teacher: Millea
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: 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 #1
Approximate Time Instructional Segment Description of Instructional Strategies 30 minutes
Romeo and Juliet Pretest A 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 #2
Go over quiz I will share the answers to each question and have each student keep the quiz as a study guide.
Resources Needed
Projector, pretests
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 45 minutes Biography on Shakespeare lecture
I will provide a biography on Shakespeares life, just to be prepared for some information that students might not understand in Romeo and Juliet without it.
Resources Needed
Projector, powerpoint
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 Quiz
Q.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 himself D.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
Lesson 2
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Monday Teacher: Millea

Iowa Core Essential Concept(s) and/or Skills OR National Standards: L.9-10.3. Apply knowledge of language to understand 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.

Formative Assessment: Each student will complete a sonnet to turn in.
Block Segment #1
Prologue Read prologue aloud, and break down for clarity. Discuss structure and requirements, explain Iambic Pentameter
Resources Needed
Plays
Block Segment #2
Work on sonnets Each student will produce a sonnet to be completed before we move on. It will follow the worksheet structure attached.
Resources Needed
Sonnet worksheets
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 10 minutes Share Sonnets
Student volunteers will read their sonnets aloud to share with the class.
Resources Needed
Sonnet worksheets
Block Segment #4
SSR As a modality change, students will read their own book as a break from Romeo and Juliet.
Resources Needed
SSR book
Block Segment #5
Characterization Introduction Hand out characterization charts to be filled out for Romeo, Juliet, Mercutio, and Tybalt. Explain each category.
Resources Needed
Character Sheets
For students not grasping Sonnets, I will work with them in a group to explain how they work in great detail. They will have the night to work on their sonnets to turn them in the next day.
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.
Sonnet Practice
A 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__________________________________________________________________
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
Lesson 3
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Tuesday Teacher: Millea

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.
Iowa Core Essential Concept(s) and/or Skills OR National Standards: Details or Learning Target: Students will have a stronger knowledge of Shakespearean vocabulary

Formative Assessment: I will check their vocabulary worksheets as we fill them out, to make sure each student is completing it.
Block Segment #1
Vocabulary Start out class with explaining the Vocab word wall for this unit.
Resources Needed
Word wall
Block Segment #2
Vocab worksheets I will hand out vocab worksheets for students to work Resources Needed Worksheets 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.
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 5 minutes Introduce Short story assignment
Their homework will be to write a short story including 10 of the vocabulary words used correctly. Due tomorrow.
Resources Needed
Worksheets
Block Segment #4
Read Act 1, Scene 1 I 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
For students not learning the material, I will work with them to find the meanings of words, modeling how to use them in a word and help them come up with their own sentences. I will walk around to make sure everyone is understanding it.
For students who already know the material, they will still have to complete the worksheet and short story, but if they finish early they can look up words in the play that they do not know and add those to their worksheet.
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
Conjure Idolatry Invocation Perjury Procure Variable Wanton
Definition
Sentence
Act 3 Word
Banishment Calamity Commend Dexterity Prevail Reconcile Vile
Definition
Sentence
Act 4 Word
Abate Array Beguile Bier Dirge Distraught Fester
Definition
Sentence
Act 5 Word
Abhor Apothecary Amorous Dispose Felon Paramour Sepulcher
Definition
Sentence
Lesson 4
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Wednesday Teacher: Millea

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.
Iowa Core Essential Concept(s) and/or Skills OR National Standards: Details or Learning Target: Students will have a stronger grasp of Shakespearean language.

Formative Assessment: Students will create a comic to turn in using Shakespearean language/insults
Block Segment #1
Vocabulary Worksheet Work on Vocabulary worksheet in groups

Resources Needed
Vocabulary worksheets, plays, dictionaries
Block Segment #2
Shakespearean Insults Students will go to:

Resources Needed
http://www.mainstrike.com/mstservices/han dy/insult.html and 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.
Computers, vocabulary sheets
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 30 minutes Read Act 1 Scene 2
We 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
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.
Students who know the material can keep working on their vocabulary sheets, character sheets, or help others with their assignments.
Lesson 5
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Thursday-Monday Teacher: Millea

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

Formative Assessment: Groups will turn in their translation of the scene at the end of class.
Block Segment #1
Thursday: 1.3 Friday: 1.4 Monday: 1.5 Students who didnt read yesterday will read aloud today. We will stop and answer questions as class goes on.
Resources Needed
Plays
Block Segment #2
Translating the scene In groups of 3-4, students will work to translate the scene we just read into modern language.
Resources Needed
Plays
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 30 minutes Review translations
Students will combine their translations to come up with a solid class translation as practice. We will discuss as a class to come up with a clear translation.
Resources Needed
Plays, white board.
Block Segment #4
Approximate Time Instructional Segment 20 minutes
Movie
Description of Instructional Strategies
We will watch the first act of the modern day Romeo and Juliet film with Leonardo DiCaprio and Claire Danes.
Resources Needed
Film
I will work with them individual to make sure they are evaluating their personal strength and keeping up with those who understand 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.
Romeo and Juliet Act 1 Quiz

Q.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-julietact1-quiz
Lesson 6
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Tuesday-Thursday Teacher: Millea

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 perform their assigned scene for the rest of the class.

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 #1
Approximate Time Instructional Segment Description of Instructional Strategies 20-40 minutes
Performances Groups will perform their translated scene for the class.
Resources Needed
Props, backgrounds, costumes, etc.
Block Segment #2
Discussion of performance Go 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 #3
Approximate Time Instructional Segment Description of Instructional Strategies Rest of class Work time on Vocab, Character sheets, character papers, etc.
Students will have time to work on whatever they need to get done or are behind on.
Resources Needed
Plays, worksheets, computers.

Q.1) Who says: "O Romeo, Romeo! Wherefore art thou Romeo?"
A.Lady Capulet B.Nurse C.Juliet D.Tybalt
Romeo heard Juliet confess her love to him. Q.2)

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
Lesson 7
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Friday Teacher: Millea

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.

Formative Assessment: I will check their characterization worksheets today to make sure they are making progress.
Introduce Group Character Analysis Essay Go over requirements, show example essay on the board, answer questions.
Resources Needed
Plays, example essay, projector
Block Segment #2
Work time Students will have time to work in their groups, plan out their paper, and assign sections to write.
Resources Needed
Computers
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies
Rest of Class Read 3.1 We will read Act 3, Scene 1 aloud. Volunteers will read for specific characters.
Resources Needed
Plays
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 character important 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.
Lesson 8

Iowa Core Essential Concept(s) and/or Skills OR National Standards: .9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and 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. 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.

Formative Assessment: I will check vocabulary worksheets today to make sure students are making progress.
Block Segment #1
Work on Vocabulary Sheets Students will have the beginning of class to work on their vocab sheets and help each other out.
Resources Needed
Plays, worksheets
Block Segment #2
Read 3.2-4 We will read Act 3 scenes 2-4 aloud in class. Students will be assigned characters to read for.
Resources Needed
Plays
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies Rest of class Work time on group essays
Students will meet in their character-based groups to work on their paper.
Resources Needed
Plays, computers
For students not grasping the material, I will meet with them and help with their worksheets/group papers to help them contribute to their group.
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.
Lesson 9
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Tuesday Teacher: Millea

Iowa Core Essential Concept(s) and/or Skills OR National Standards: W.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Details or Learning Target: Students will be able to write a clear, argumentative essay.
Block Segment #1
Vocabulary Worksheets Students 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.
30 minutes Resources Needed
Worksheets
Block Segment #2
Approximate Time Instructional Segment Description of Instructional Strategies
Read 3.5 We will read Act 3, Scene 5 aloud in class.

Resources Needed
Plays
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 20 minutes Act 3 quiz
Students will take the Act 3 quiz
Resources Needed
Quiz
Block Segment #4
Approximate Time Instructional Segment Description of Instructional Strategies Rest of Class
Work time on Group papers Last day to work on group papers. They are due tomorrow.
Resources Needed
Computers, Plays

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.Prince E.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
Lesson 10
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Wednesday Teacher: Millea

Iowa Core Essential Concept(s) and/or Skills OR National Standards: W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically.
Details or Learning Target: Students will produce a clear, argumentative essay.
Block Segment #1
Presenting Group Papers Each group will give an informal presentation of what they wrote in their paper and how the group paper process worked for them. We will discuss what works and what doesnt work.
Resources Needed
Papers
Block Segment #2
Begin Act 4 Read 4.1-2 aloud in class.

Resources Needed
Plays
Lesson 11
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Thursday Teacher: Millea

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

Formative Assessment: Quote analysis poster
Block Segment #1
Finish Act 4 We will read 4.3-5 aloud in class, with volunteers reading.
Resources Needed
Plays
Block Segment #2
Act 4 Quiz Quiz on act 4

Resources Needed
Quizzes
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 30 minutes Quote analysis
Students 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
Block Segment #4
Introduce final paper I will introduce the prompt for the final paper and answer any questions students have.
Resources Needed
For students not understanding, I will work with them in small groups to help bring everyone up to the level they need to be at to complete their homework.
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. The paper 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.

Q.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 Capulet B.Capulet C.Nurse D.Romeo
Who says: Q.5) "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-4quiz
Lesson 12
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Friday Teacher: Millea

Details or Learning Target: Students will be able to form an opinion and argument on their paper topic.

Formative Assessment: Students will complete an outline of their paper by the end of the class for me to check.
Block Segment #1
Brainstorming Paper Students will work individually to decide on their character and three vocabulary words to write about.
Resources Needed
Plays, computers, worksheets
Block Segment #2
Partner Brainstorm After 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
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 30 minutes Begin Act 5
We will read act 5 scene 1 aloud in class.
Resources Needed
Plays
Block Segment #4
Approximate Time Instructional Segment Description of Instructional Strategies Rest of class
Work time on outline/paper Students 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
Lesson 13

Details or Learning Target: Students will turn in a draft today for me to look over during class.

Formative Assessment: Draft of paper
Block Segment #1
Turn in drafts Each students will turn in a draft of their paper for me Resources Needed to look over before our meeting this week.
Block Segment #2
Finish reading play Read 5.2-5 Aloud in class, students will be assigned parts to read for.
Resources Needed
Plays
Block Segment #3
Approximate Time Instructional Segment Description of Instructional Strategies 20 minutes Act 5 quiz
Students will take the act 5 quiz
Resources Needed
Quizzes
Block Segment #4
Vocab sheets, character sheets Students will work on their various worksheets to make sure they have them completed by Friday
Resources Needed

Question Excerpt From Romeo and Juliet-Act 5 Quiz
Q.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 Dew
Q.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-5quiz
Lesson 14
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Tuesday-Wednesday Teacher: Millea

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 and 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 of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Details or Learning Target: Revision process
Block Segment #1
Approximate Time Instructional Segment Description of Instructional Strategies Whole period
Meetings with me I 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 #2
Approximate Time Instructional Segment Description of Instructional Strategies Whole period
Peer Revision While 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 and grammar.
Resources Needed
Papers, computers, plays
Lesson 15
Course Name: English I th Predominant Grade Level: 9 grade Date of Instruction: Thursday Teacher: Millea

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 and 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 of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation 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

Formative Assessment: Vocab, character sheets, final papers
Block Segment #1
Student grading Students will write one paragraph on what grade they believe they deserve on their paper. They will explain their thought process and why they deserve that grade. They will then turn in their final papers
Resources Needed
Paper, pencils
Block Segment #2
Movie We will finish whatever is left in the modern Romeo and Juliet film.
Resources Needed
Film, television

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Topic/Theme: Romeo and Juliet Time frame: 3 weeks Class/Grade Level: English/9th

UbD Template Adapted from Wiggins and McTighe

How is Old English Applicable today?

Why is it important to read Shakespeare?

Summative Assessment (Performance-based):

Sta ge 2 Evi de nc e of De sir ed Re sul ts

Sta ge 3 Le arn ing Pla n

Peer Peer Revision/Meeting Revision/meet with me on final with me paper

What do you want students to know?

How will you know if students are learning?

A.Romeo B.Capulet C.Mercutio D.

Q.4) When were Juliet and Paris supposed to get married?

None of the above

What do you want students to know?

How will you know if students are learning?

Characterization Worksheet (Due at end of unit)

Actions What others say about the character

What do you want students to know?

How will you know if students are learning?

Romeo and Juliet: Vocabulary (Due at the end of unit)

Adversaries Disposition Esteem Forfeit Languish Nuptial Rapier

What do you want students to know?

How will you know if students are learning?

Vocabulary Worksheet Work on Vocabulary worksheet in groups

Vocabulary worksheets, plays, dictionaries

Shakespearean Insults Students will go to:

Computers, vocabulary sheets

What do you want students to know?

How will you know if students are learning?

Plays, white board.

Description of Instructional Strategies

Romeo and Juliet Act 1 Quiz

What do you want students to know?

language, word relationships, and nuances in word meanings.

How will you know if students are learning?

Props, backgrounds, costumes, etc.

Plays, worksheets, computers.

Romeo and Juliet Act 2 Quiz

Romeo heard Juliet confess her love to him. Q.2)

A.Romeo B.Capulet C.Mercutio D.Tybalt

Who says: "Shall I hear more, or shall I speak at this?"

A.Juliet B.Montague C.Friar Laurence D.Romeo

What do you want students to know?

How will you know if students are learning?

Plays, example essay, projector

Character Analysis Group Essay (Summative Assessment)

What do you want students to know?

How will you know if students are learning?

Students will meet in their character-based groups to work on their paper.

What do you want students to know?

Read 3.5 We will read Act 3, Scene 5 aloud in class.

Students will take the Act 3 quiz

Romeo and Juliet Act 3 Quiz

Who said: "There lies that Tybalt."?

A.Romeo B.Mercutio C.Benvolio D.Prince E.Lady Capulet

What do you want students to know?

Details or Learning Target: Students will produce a clear, argumentative essay.

Begin Act 4 Read 4.1-2 aloud in class.

What do you want students to know?