Section V

Unit
This unit is a sub-unit off of Romeo and Juliet, one that addresses dealing with Shakespearean (and other
authors) difficult language styles. To start off with the unit, students are learning basic Shakespearean grammar
and stage directions. In this, theyre learning the basics of what theyre going to be reading for the next eight
weeks, and theyre also acquiring knowledge that will help them with their comprehension of how the play is
being performed, not just the language. Next, they move into actual reading of the text. On several occasions,
we as a class read the text together, analyzing and comprehending out loud. After this step (and with a bit of
reinforcement for practice), they start practicing dealing with the language on their own. In this step, theyre
working with only one other person maximum to enhance their understanding of the language and the plot.
Once these initial steps are addressed, we start moving more into the nuances of language and plot. They are
then charged with analyzing other texts, or more specifically, We Wear the Mask by Paul Laurence Dunbar. The
purpose of having them engage in a different type of text is to give students practice learning (like doing pair
work on worksheets relating to the poem or the play) how to comprehend myriad levels of language, including
poetry. As Shakespeare also engages in poetical writings throughout Romeo and Juliet, its important for
students to see variations to increase their analytical understandings of language.
While creating these lessons, its crucial to recognize how to teach while incorporating different instructional
strategies, even if I didnt quite realize it was something I was doing. First, cooperative learning is definitely
something that was incorporated into my classroom. Students often work best when they get to work with each
other instead of me standing up in the front of the room and delivering information to them. This being said,
another instructional strategy that I utilized was to include group discussions. Its a great way to make sure that
Im assessing students level of understanding while they are still engaging in critically analytical
question/answering learning. One other strategy I utilized was a jigsaw (where they each learned something and
taught one other, something I found to be very successful since they are taking more charge of their learning).
Lastly, their final project that they had to complete involving Romeo and Juliet incorporated several different
strategies. They absolutely got to work with creative thinking as they got to rewrite the ending of the play (no
matter how blasphemous that sounds), something that really helped them think through a creative lens as well as
an analytical one. Also, and finally, they engaged in self-monitoring work since part of their grade on the project
dealt with how well they spent class-time. This was a great evaluation tool for me to grade them on as a means
of making sure that they stayed focus and spent the time allotted actually doing their work.
Now that theyve had practice dealing with the mechanics of grammar and analysis, they then get the
opportunity to be creative. The next lesson in this sub-unit dealt with creative analysisstudents were
challenged with a prompt that encouraged their analysis of the text and was also a means of scaffolding for the
final project for the unit. Here was their prompt: In Act III Scene 1, Mercutio and Benvolio joke about how to
get Romeo to come out of hiding once they left the party, mentioning that he would come if they kept
mentioning Rosaline and her fine, quivering thigh. So, what would happen if she had overheard this
conversation? What would she do? How would she react? Students then drew a picture or wrote a script for
what they believed the outcome would be. Their final project for the unit is to determine who they believe is to
blame for their suicides then rewrite the play, so this activity was a means of easing them into this kind of
creative, analytical thinking.
Lastly, to really hone in the fun that Shakespeare has with his language, students worked with Shakespearean
insults. In this, they had a great time insulting one another while still engaging in the language and playing
games. Its important to make sure theyre still learning something new while still reinforcing their learning
from before.

Literacy, Numeracy, and Technology

Its important in any unit to fully address the wide range of classroom strategies. While its obvious how to
address literacy in an English classroom, its trickier to bring in elements of numeracy and technology, though
the latter is admittedly less difficult. Through the lessons in this unit, it is clear that literacy is being addressed
through levels of reading and discussing, but numeracy is less obvious.
Here are some ways that numeracy is being addressed:

Limiting students to allotted amounts of timeRegularly reminding students about how much time they
have on an assignment or how much time they have left is a consistent strategy to bringing up numeracy.
RequirementsWhen students are told how many examples they need for any given assignment, they
are consciously aware of what is required of them on a number level.
ScansionOften in Romeo and Juliet, there are clear moments where Shakespeare is writing in a
particular form, usually a sonnet, and having students break up the feet and determine the scansion of
the lines encourages them to consider where they must be mathematical in literature.

Now, here are ways that technology is prevalent in the classroom:

Prezion a daily basis in the Pre-AP English 9 classroom, I organize all of my lesson plans on a Prezi.
Its an interactive forum for students to engage in, and having access to the Prezis themselves means
that they can always make up work when theyre absent.
Chrome/HP BooksSince there is not a one-to-one access to computers at Berthoud, oftentimes laptops
need to be checked out. I enjoy checking them out when I can so they can practice internet literacy and
typing or other general computer skills necessary for post-secondary success.
GamingStudents enjoy learning that feels less like work and more like fun, and that is where online
games like Kahoot! come in handy. Through this gaming tool, it is easy to assess students level of
understanding, and students engage in the in-class competitiveness and fun. With Kahoot!, they are also
able to use their smart phones to become a part of the lesson.
PandoraOftentimes, students feel more relaxed in an environment with music, which is where it can
be great to have access to unlimited music for them to have in the background (where you can also filter
out explicit content).

Lessons:
Below are the lessons that accompanied the unit. In these, there should be explicit evidence of different levels of
learning that also addresses literacy, numeracy, and technology needs in the classroom.

Lesson #: 1
Content Standard(s) addressed by this lesson:
a. Identify the characteristics that distinguish literary forms and genres
Understandings:
Students will know what some of the words in Shakespearean language mean.
Inquiry Question:
What do words like thou, thine, didst and the like mean? How can I translate that into modern
language?
Evidence Outcomes:
Knowing the meaning of the new/ancient words in the play, students will have a better understanding of
whats going on in the text.
Learning Targets:
I can: accurately identify the meanings of the words in Romeo and Juliet.
This means: that when I read the play, my understanding isnt marginalized because I dont know what
the words are.
List of Assessments:
Turning in writing work that details their understanding of the language and how to use it properly.
During discussions of the text, students wont confuse small meanings because of misunderstandings.
Kahoot!Students will reassess their new knowledge of the text using Kahoot!
List of significant Vocabulary:
Thou/thine

Art

Canst

Hath

Didst

Mine

Hadst
Wouldst
Dost

Planned Lesson Activities

Name and Purpose of
Lesson
Approx. Time and
Materials

Grammar and Stage Directions

Knowing how the grammar and syntax works in Romeo and Juliet is
essential to their understanding of whats going on in the play as well as
how to analyze it.
Students: Handout to write out their own notes on whats going on
grammar-wise, smart phone
Teacher: a handout on grammar, Kahoot! and the link for it

Pre-Assessment

What Shakespearean stage directions do we know? What grammar are we

aware of?

Anticipatory Set

Warm-Ups- use language from Romeo and Juliet to try and help them guess
what the meanings of the grammar are

Procedures

Closure

Differentiation

Post-Assessment

1. Warm-Up- Root words and a quote, make sure theyre using their
grammar Monday, have them underline it 15 minutes
2. Grammar Lecture- have them follow along and write to determine
understanding (c.f. grammar handout) 15 minutes
3. Individually, write about a time you gave advice to a friend who wanted
something they couldnt have, but use Shakespearean language! 10 minutes
4. Kahoot! Now that theyve had practice, deliver the Kahoot! to reinforce
their understanding of the language and stage directions. 10 minutes
4. Start reading the text Assign students to read parts
Pause occasionally to check for their understanding, see if they can
tell me whats going on in the play
Lets play Battleship! Instead of saying Port or Starboard, Im going to say
Stage Left and Stage Right and so on, so forth. I will use Shakespearean
language to give other directions, so listen up! 10 minutes
Students who are afraid to speak out loud are not required to.
Students will have a sheet to follow along to understand the grammar
of the play.
Students who prefer to move around have the chance to
Students will have different levels of reinforcement to practice their
understandings of the text and the language
How well are they understanding who is talking to whom? Do they know
whats going on when we read? Ask for their levels of comprehension as we
go.

Reflections:
Having done the lessons, I would keep things mostly the same except for a few components. The
handout I used didnt fully address the grammar in the play, but playing Battleship helped them to feel
the learning in a more kinesthetic way. When it comes to the standards, I believe that I addressed them

in a unique way while still satisfying them. As more language practice comes, students will have more
practice with that standard of understanding language in different forms. Objectively speaking, it may
have been that I didnt put in enough standards for this lesson, or that I was actually addressing more
standards than I thought I was, but there is always more room for improvement in that area. Still, I
thought that they day was really fun, and students had so many chances throughout the lesson to
understand the content with Kahoot! and Battleship.

Lesson #: 2
Content Standard(s) addressed by this lesson:
a. Initiate and participate 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. (CCSS: SL.9-10.1)
b. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high
end of the range. (CCSS: RL.9-10.10)
Understandings:
By continuing to read the play out loud and pause for understanding, students will have a better grasp
of the language and their comprehension of the play.
Inquiry Question:
What are my understandings of the play?
What resources/questions do I need to ask in order to understand better?
Evidence Outcomes:
Students will have an incrementally better understanding of whats going on in the play as we continue
to read out loud with pausing for questions and clarity.
Learning Targets:
I can: read Shakespeares language out loud.
This means: that with some pauses, I can understand what hes saying.
I can: ask the right questions regarding my confusions about the play.
This means: that I can comprehend better when I take the time to understand.
List of Assessments:
Whole-group discussions are a summative assessment of their comprehension.
Eventual quizzes over play material will also determine their level of understanding.
List of significant Vocabulary:
Shakespearean language, Confusions, Adversary (Warm-Up vocab)

Planned Lesson Activities

Name and Purpose of
Lesson

Approx. Time and

Materials

Reading More of Romeo and Juliet

The purpose of this lesson is to give students more opportunity to read the
text with their peers in order to enhance their understanding and eliminate
confusions. By seeing other students struggling alongside them, their
confidence actually raises, and they feel more comfortable tackling the text.
Student: A copy of the textbook, a sheet of paper, and their cause and effect
charts.
Teacher: Regular Warm-ups, teacher textbook
45 minutes

Pre-Assessment

What confusions do you have about the text? (Ask this question at the
beginning of every class and at the end.)

Anticipatory Set

Adversary- Using this word as their vocabulary for the day, ask them to
make connections to the text with the meaning.

Procedures

Closure

1. Regular Warm-Ups: Adversary, 5 minutes

2. Cause and Effect Sheet: As a means of seeing how actions have
consequence and outcome, students will have a flow chart where they can
point out moments in the play that are important to note. 15 minutes
3. Confusions?: Ask students if theres anything they arent understanding.
Can other students answer their questions? 5 minutes
4. Read the text: Rest of class (35 minutes)
Announce that they will get points for reading (assign reading parts)
Ask them to get out a sheet of paper to write out their confusions to
be discussed when we pause
Begin reading the play, pausing occasionally to gauge understanding
What questions do we have about the text? What do we think about
Shakespeares sexual innuendos? How is grammar coming across?
Students who choose not to speak are exempt from the speaking
points for the week
Students may write their confusions and then the answers as we go
instead of asking out loud.
Students can reflect quietly our out loud
Students may address confusions after class
What questions do we have about the text? Has anything been clarified?
Made muddier?

Differentiation

Post-Assessment

Reflections:

As we have more and more practice with reading the text and the language, students are engaging more
and understanding the play. Practicing with the grammar before reading really helped them see some of
the basics, be able to move past it, and then focus on the meat of the play. I like the simplicity of this
lesson, but it really focuses on actually reading out loud and giving students the opportunity to wrestle
with it tangibly. Through this type of whole-group reading, Im attempting to address that first standard
listed where they are engaging in a wide range of discussion, making sure to better understand the text
as well as their peers interpretation of said text.

Lesson #: 3
Content Standard(s) addressed by this lesson:
a. Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (CCSS: RI.9-10.5)
Understandings:
Students will look at the language in the text and be able to determine the meaning, at least well enough
to answer questions on a quiz.
Inquiry Question:
How can I annotate to have a better understanding of the text?
What specific questions can I ask a partner to enhance my understanding?
Evidence Outcomes:
Students will be able to annotate and write out their questions on a text well enough that when they go
to discuss with a partner, theyll be able to answer questions correctly on a quiz.
Learning Targets:
I can: effectively annotate a text to better my understanding.
This means: that when I go to take a quiz (even with a partner), we can answer everything correctly.
List of Assessments:
Partner Discussions
Answers on the quiz
List of significant Vocabulary:
Annotations, Questions/Confusions, End Notes

Planned Lesson Activities

Name and Purpose of
Lesson

Approx. Time and

Materials

A Close Reading of the Text

The purpose of this lesson is to get students to try and figure out the
language on their own as well as working with a partner to answers
questions on a quiz.
Students: A copy of the text (on a separate handout to write on), a copy of
the quiz
Teacher: Quiz

Pre-Assessment

60 minutes
What questions and confusions do we have about the text? What do we need
clarified?

Anticipatory Set

With someone near you, talk about your favorite part of the play so far. 5
minutes

Procedures

1. Regular Warm-Ups (vocab, root word, quote- make sure they underline
Mondays grammar rule in the quote.) 5-10 minutes
2. Anticipatory Set 5 minutes
3. Finish reading scene 4 with the class, still pausing for understanding 10
minutes
4. Give students a copy of scene five
Have them read quietly to themselves, annotating for understanding.
Have some things that they can look for while theyre going. 15-20
minutes
After theyre done, have them discuss with a partner what they think
is going on in the play. 10 minutes
When this is over, have them take a quiz together, open notes okay 510 minutes
5. Go over the quiz and the answers once everyones done. 5 minutes
6. Add more for the cause and effect sheet, making sure theyre getting in
some of the small stuff 5 minutes
7. Keep reading if theres time.
How did annotating clear up any confusions?

Closure

Differentiation

Students may choose to answer the quiz on their own

If more time is needed, more time will be given to them to let them
figure it out

Answers to the quiz

Post-Assessment
Reflections:

This type of lesson is good for initiating different kinds of reading. I think its important to give students
chances to struggle on their own instead of struggling in front of the class, and this can be good for them
to not feel like theyll be judged for any wrong answers that they might have. Also, annotating the text
allows them for critical thinking practice as well as helping them to engage with the text a bit more.
Shakespeare is still tricky for them to understand, even after reading for a while, so its good for them to
interact with the play on a more personal level. They still had the opportunity to work in partners, so
those students who werent really sure what was going on could work with someone else to help their
understanding. I would not only repeat this lesson again, but I would also try and use it several more
times throughout the unit. Students often feel more comfortable wrestling with the text on their own,
and I think this is a great way to ensure their success. Again, other students will prefer to work with the
whole class to deepen their comprehension levels, but its important to include the other type of student
when writing lesson plans.

Lesson #: 4
Content Standard(s) addressed by this lesson:
a. Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text. (CCSS: RL.9-10.2)
b. Use literary terms to describe and analyze selections
Understandings:
Students will have practice analyzing poetry and making connections to the text as well as learning the
scansion involved in writing poetry as a means of understanding form.
Inquiry Question:
What is the meaning of this poem?
How can I relate it to Romeo and Juliet?
Evidence Outcomes:
Students will have practice analyzing and scanning poems, and they will have ample opportunity to
connect it to the text were reading.
Learning Targets:
I can: analyze the meaning of the poem We Wear the Mask by Paul Laurence Dunbar as well as
determine the scansion.
This means: that after determining meaning and the scansion, I can connect it to Romeo and Juliet
and the form that Shakespeare is writing in.
List of Assessments:

Group discussions (small and whole)

Annotations
Scanning Romeo and Juliet

List of significant Vocabulary:

Monologue, we wear the mask, nay (and other old-world words)
Scansion

Planned Lesson Activities

Name and Purpose of
Lesson
Approx. Time and
Materials

Analyzing Poetry
The purpose of this lesson is to expose students to other difficult texts
related to Romeo and Juliet to give them a well-rounded experience with
reading.
A copy of the poem We Wear the Masks by Dunbar, access to the
document camera to show the poem, a copy of the play
30 minutes
What is scanning in terms of poetry and why is it helpful?

Pre-Assessment

Anticipatory Set

Procedures

With a partner, talk about a time when you put out a personality that wasnt
really yours.
1. Regular Warm-Ups (Grammar Monday- Preposition) 5 mins
2. Anticipatory Set 5 minutes
3. Have students read the poem to themselves (quietly) and annotate 5-10
mins
4. When theyve finished, read together and have them fill out the chart for
poetry analysis (attached to the poem on the back) 20 mins
5. After reading and analyzing the poem for meaning, go over scansion and
how to determine it. 10 minutes
6. Take out a copy of the play, then have students find one of Romeos
sonnets. Have them scan it and talk with a partner about what the scansion
is saying about the way hes speaking. Mention tone being important in
writing a sonnet, that the form should match the content.
Write a statement that connects the poem to Romeo and Juliet.

Closure

Differentiation

Post-Assessment

Students may choose to work on their own

Students may annotate and answer questions on their sheet of paper
as needed.
Student who think numerically will have the chance to consider the
mechanics of writing
Student will see the uses of scansion in the play, therefore solidifying
what theyve learned in class.

How can we relate the poem to the theme of the party in scene five? Why
does scansion matter? Where are we seeing it?
Reflections:

This lesson is helpful for a few reasonsone, its good for students to have to work with a variety of
challenging texts so that theyre honing their analytical skills, and two, its a great lesson for those
students who work better with numbers. Occasionally, you meet those students who dont understand a

text because they dont know how to think abstractly, so when you add scansion into the mix on how to
think about a poem, they have a chance to wrestle with it in a way they understand. I would use this
lesson again, but next time I would have a handout for scansion. I had all of my information for how to
do it on my Prezi, but students asked me multiple times how to do something. Because they didnt have
something to refer to, I had to keep going back on my Prezi. I should have anticipated students needs in
this department, so my scansion information and practice should have shown up on a separate handout
for them to reference for the rest of the lesson and the rest of the unit.
Lesson #: 5
Content Standard(s) addressed by this lesson:
a. Give verbal and nonverbal feedback to the speaker
b. Write literary and narrative texts using a range of poetic techniques, figurative language, and
graphic elements to engage or entertain the intended audience
Understandings:
Students will have fun with Shakespearean language to better understand the times as well as connect
with the times.
Inquiry Question:
How would characters in the play insult each other?
Evidence Outcomes:
Students will practice language and speaking skills while having fun with Shakespearean times.
Learning Targets:
I can: create a list of Shakespearean insults and compliments.
This means: I can win a game of Honey, I love you, so will you please, please smile?
List of Assessments:
Did they get a peer to laugh? Did the giver make someone smile?
List of significant Vocabulary:
Insults
Construct

Planned Lesson Activities

Name and Purpose of
Lesson

Approx. Time and

Materials

Honey, if you love me, would you please, please smile!?

The purpose of this lesson is to give students a break from some of the
tediousness of Shakespeare and have fun with his language while still
engaging in writing practices.
Students/Teacher: A copy of the insults/compliments lists, handwritten
insults and compliments, a mentality of fun!
20 minutes
How well are they understanding how insults are used in the play?

Pre-Assessment

Anticipatory Set

Procedures

Closure

Differentiation

Honey, if you love me, would you please, please smile!?

20 minutes
Regular Warm-Ups 5 minutes
1. Give students a copy of the insults and compliments lists.
2. Tell them they must come up with three insults and three compliments. 5
minutes
3. Go over the rules of the game:
Pick a student to begin
They must go up to someone, and without smiling, deliver the insult
in a way that will make the receiver smile.
If the receiver smiles, they must then take the place of the giver and
go to a new student to make them smile.
If the giver cannot make the receiver smile, they must go to a new
student.
If the student who is being told the insult doesnt smile, they should
return by saying My ________ (insert Shakespearean compliment
here), I cannot smile.
Repeat this process for 15 minutes
Connect the insults to the play:
Mercutio and Tybalt fighting in the streets before theyre killed
Sampson and Gregory at the beginning.
Other examples?
Students may opt out of playing
They may work in partners.
They may deliver the insults as they wish (without causing harm)
How are they now understanding Shakespearean language?

Post-Assessment
Reflections:
I think the students had so much fun with this lesson! They had a great time coming up with insults as
well as compliments, and everyone had a lot of fun insulting each other. I would need to fix a thing or

two before trying this lesson again, however. I had a brief discussion with them after the activity where
we can see insults and compliments in the actual text, but I should have had them write something in
connection with the lesson to really solidify the work they did. I would hate for a lesson like this to need
to be eliminated because I didnt make it relevant enough for the classroom. Next time, I would perhaps
do a creative writing activity where they write out an argument between the Lords Capulet and
Montague, that way they reinforce the fun they just had while also engaging in a writing activity.
Lesson #: 6
Content Standard(s) addressed by this lesson:
a. Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (CCSS: RI.9-10.5)
Understandings:
While weve practiced rewriting the text for better understanding, weve yet to imagine what would
happen if one element of the text had changed. Since their culminating assignment is to rewrite the
ending of the play if the character who was to blame for their deaths hadnt been in the play, its good
practice to imagine what a rewrite would look like.
Inquiry Question:
How would the outcome of the play be different (or at least a scene) if an aspect of the play had been
altered?
Evidence Outcomes:
Students will consider plot and how it can be affected based on nuances in the play.
Learning Targets:
I can: effectively determine what would happen if I changed an aspect of the play.
This means: that I can analyze the importance of some characters compared to others.
List of Assessments:

Comic Book Strips (or rewrites)

Cause and Effect chart

List of significant Vocabulary:

Omit, change, significance

Planned Lesson Activities

Name and Purpose of
Lesson

Approx. Time and

Materials

Re-Imagining the Text

The purpose of this lesson is to get them to re-imagine what the text
might look like if small things in the play changed, which will help them
with their culminating assignment.
Students: Warm-Ups, Cause and Effect sheet, Mask poetry analysis,
discussion questions, construction paper
Teacher: Access to paper for them to color on.
What are our basic understandings of the characters in the text?

Pre-Assessment

Anticipatory Set

Procedures

Closure

Differentiation

Talk with someone next to you about what would happen if someone
important could overhear your conversations. 5 minutes
1. Regular Warm-Ups 10 minutes
2. Finish talking about We Wear the Mask 5-10 minutes
3. Finish talking about the discussion questions 5-10 minutes
4. Add anything to the cause and effect sheet
5. Read Act II Scene I (with the chorus) together, pausing for
understanding 5-10 minutes
6. Go over the rewrite assignment:
Students may write out a script, draw a picture with speak
bubbles, write it out like a narrative, or write it as a comic book.
They will rewrite scene 1 as though Rosaline overheard Benvolio
and Mercutio talking
How are we understanding the influence that certain characters could
have? Talk about the actions of the characters and how it could cause a
ripple effect.

Students may work on their own or with a partner

Students may choose whatever way they want to represent the
altered text
Students may color or just write

How do certain characters have an effect on the play?

Post-Assessment
Reflections:
This is a lesson that I really like because of how it scaffolds for the final project. As they
will be determining who is to blame for Romeo and Juliets death, its good for them to
start having the practice to reimagine the text. I would use this lesson and lessons like it
to help scaffold them for a final unit, but I would maybe make a few adjustments. I think it

was fun for them to be creative in imaging how Rosaline would have reacted, but there was
probably a better scene with a better character to analyze. I want to make sure Im
considering these factors when creating an efficient lesson plan. I do like that I had them
in partners, however, because their final project will be in groups, and I also like
scaffolding for how theyre going to be doing their work.