Eugenia Ives Education 5230 Unit Plan Unit Name: Romeo and Juliet Subject/Topic Area(s): English

Grade Level: 9th Grade Time Frame: 3 weeks

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS (State and/or National Content Standards): G
CA  Standards  for  Grades  9-­‐10  

Reading:  Vocabulary  and  Concept  Development     1.1  Identify  and  use  the  literal  and  figurative  meanings  of  words  and  understand  word  derivations.       Reading:  Narrative  Analysis  of  Grade-­‐Level-­‐Appropriate  Text  Standard     3.3  Analyze  interactions  between  main  and  subordinate  characters  in  a  literary  text  (e.g.,  internal  and  external   conflicts,  motivations,  relationships,  influences)  and  explain  the  way  those  interactions  affect  the  plot.     3.4  Determine  characters’  traits  by  what  the  characters  say  about  themselves  in  narration,  dialogue,  dramatic   monologue,  and  soliloquy.     3.7  Recognize  and  understand  the  significance  of  various  literary  devices,  including  figurative  language,   imagery,  allegory,  and  symbolism,  and  explain  their  appeal.     3.10  Identify  and  describe  the  function  of  dialogue,  scene  designs,  soliloquies,  asides,  and  character  foils  in   dramatic  literature.     Reading:  Literary  Criticism     3.11  Evaluate  the  aesthetic  qualities  of  style,  including  the  impact  of  diction  and  figurative  language  on  tone,   mood,  and  theme,  using  the  terminology  of  literary  criticism.  (Aesthetic  approach)     3.12  Analyze  the  way  in  which  a  work  of  literature  is  related  to  the  themes  and  issues  of  its  historical  period.   (Historical  approach)     Writing  Strategies:  Research  and  Technology     1.6  Integrate  quotations  and  citations  into  a  written  text  while  maintaining  the  flow  of  ideas.       Writing:  Applications   2.2  Write  responses  to  literature:     a.  Demonstrate  a  comprehensive  grasp  of  the  significant  ideas  of  literary  works.     b.  Support  important  ideas  and  viewpoints  through  accurate  and  detailed  references  to  the  text  or  to  other   works.     c.  Demonstrate  awareness  of  the  author’s  use  of  stylistic  devices  and  an  appreciation  of  the  effects  created.       Listening  and  Speaking  -­‐  Organization  and  Delivery  of  Oral  Communication     1.7  Use  props,  visual  aids,  graphs,  and  electronic  media  to  enhance  the  appeal  and  accuracy  of  presentations.     1.9  Analyze  the  occasion  and  the  interests  of  the  audience  and  choose  effective  verbal  and  nonverbal   techniques  (e.g.,  voice,  gestures,  eye  contact)  for  presentations.     Analysis  and  Evaluation  of  Oral  and  Media  Communications    
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1.14  Identify  the  aesthetic  effects  of  a  media  presentation  and  evaluate  the  techniques  used  to  create  them   (e.g.,  compare  Shakespeare’s  Henry  V  with  Kenneth  Branagh’s  1990  film  version).     Speaking  strategies   2.1  Deliver  narrative  presentations:     b.  Locate  scenes  and  incidents  in  specific  places.       2.2  Deliver  expository  presentations:     d.  Include  visual  aids  by  employing  appropriate  technology  to  organize  and  display  information  on  charts,   maps,  and  graphs.         2.4  Deliver  oral  responses  to  literature:     b.  Support  important  ideas  and  viewpoints  through  accurate  and  detailed  references  to  the  text  or  to  other   works.     c.  Demonstrate  awareness  of  the  author’s  use  of  stylistic  devices  and  an  appreciation  of  the  effects  created.    

UNDERSTANDINGS: U Students  will  understand  the  plot,  characters,  and   basic  themes  in  Romeo  and  Juliet.     Students  will  understand  how  interpretation  effects   presentations  of  dialogue  and  plays.     Students  will  understand  some  connections  between   themes  in  Romeo  and  Juliet  and  contemporary  family   and  teen  issues.     Students  will  understand  some  Elizabethan  figurative   language  imagery.   KNOWLEDGE: K The  students  will  know  the  plot,  characters,  and   major  themes  of  Romeo  and  Juliet.     The  students  will  know  how  the  function  of  dialogue,   soliloquies,  asides,  and  character  foils  in  Romeo  and   Juliet.     The  students  will  know  some  figurative  language  from   Romeo  and  Juliet  and  how  it  affects  tone,  mood,  and   theme  in  Romeo  and  Juliet.      

ESSENTIAL QUESTIONS: Q What  is  the  story  of  Romeo  and  Juliet  about?     What  are  the  major  themes  of  Romeo  and  Juliet?     Why  are  the  major  themes  of  Romeo  and  Juliet  still   applicable  to  the  life  of  today’s  teenagers?     Why  is  this  play  so  important  over  four  hundred  years   since  it  was  written?    

SKILLS: S Students  will  be  able  to  compare  and  contrast  two   film  versions  of  Romeo  and  Juliet.     Students  will  be  able  to  write  responses  to  literature.     Students  will  be  able  to  create  a  visual  re-­‐enactment   presentation  of  scenes  from  Romeo  and  Juliet.     Students  will  be  able  to  de-­‐code  literal  and  figurative   meanings  of  some  words.
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The  students  will  know  the  literal  and  figurative   meanings  of  some  vocabulary  words  in  Romeo  and   Juliet.     The  students  will  know  how  to  use  props,  visual  aids,   graphs,  and  electronic  media  to  enhance  the  appeal   and  accuracy  of  their  presentations  on  Romeo  and   Juliet.       The  students  know  how  to  employ  appropriate   technology  to  organize  and  display  information  for   their  presentations  on  Romeo  and  Juliet.         The  students  will  know  how  to  support  important   ideas  and  viewpoints  through  accurate  and  detailed   references  to  the  text  of  Romeo  and  Juliet.    

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STAGE TWO: ASSESSMENT EVIDENCE PERFORMANCE TASKS (STUDENTS WILL DEMONSTRATE STANDARD BY): T OTHER EVIDENCE (FORMATIVE): OE

Homework:  For  assigned  reading,  students  will   Reading  quizzes:    Students  will  take  a  multiple-­‐choice,   summarize  each  scene  by  writing  in  their  journal.     True  False,  line/character  identification  and  short   Homework  summaries  will  be  checked  for  completion   answer  quizzes  at  the  start  of  each  block  length  class   and  stamped  at  each  class.   to  test  their  comprehension  of  the  assigned  reading     of  the  text  Romeo  and  Juliet.       Classroom  Activities:       Small  Group  Presentation  Project:    In  small  groups  of   Create  KWL  chart  of  what  students  know  about   three  to  four  students  in  each  group,  students  will  be   Romeo  and  Juliet.   assigned  three  scenes  from  the  text  of  Romeo  and     Juliet.    Each  small  group  is  to  create  a  visual   Create  KWL  chart  of  what  students  know  about   presentation  (short  film,  power  point,  photo  story,  re-­‐ Shakespeare  and  Elizabethan  England.   enactment,  etc.)  with  their  own  re-­‐written  annotated     dialogue  and  action  that  happens  in  the  scenes.     Elizabethan  vocabulary  worksheets:   Putting  together  the  presentations  from  each  group,   Students  will  participate  in  class  discussion  and  work   the  students  will  present  the  entire  five-­‐act  play  of   in  pairs  on  Elizabethan  vocabulary  worksheets. Romeo  and  Juliet.   Balcony  scene  de-­‐construct  worksheet     Pair  work:  Partners  will  complete  and  present   Balcony  scene  language  de-­‐construct  worksheet     Compare  and  contrast  worksheets:    Students  will   complete  six  compare  and  contrast  worksheets  while   watching  the  two  film  versions  of  Romeo  and  Juliet.     Write  an  analysis  connecting  contemporary  life  to  a   theme  in  Romeo  and  Juliet.     Participation  in  Classroom  discussions  on  themes   within  Romeo  and  Juliet,  other  discussions  and   questioning.  

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STAGE THREE: LEARNING PLAN (UNIT SEQUENCE) LEARNING ACTIVTIES (WHERETO): L
 

               

1) Begin  the  unit  with  a  discussion  of  what  students  know  about  Romeo  and  Juliet?  What  do  they  know   about  William  Shakespeare?    What  do  they  know  about  the  Elizabethan  era?    Queen  Elizabeth’s  role  in   the  arts  and  her  relationship  with  William  Shakespeare.        H   2) Present  the  learning  goals  and  essential  questions  for  the  unit,  as  well  as  the  assessment  schedule.  W   3) Unit  plan  will  be  posted  on  website  as  well  as  subsequent  assignments  for  this  unit.  O   4) Daily  Homework  will  be  posted  on  website  and  on  whiteboard  for  each  class.  Homework  is  primarily   reading  Romeo  and  Juliet  and  writing  summaries  of  each  scene  that  they  read.    This  is  designed  to   prepare  students  with  knowledge  for  the  upcoming  class  by  having  them  read  and  the  scenes  that  will   be  discussed  and  analyzed  in  each  class.  R   5) Daily  discussion  of  a  different  theme  in  Romeo  and  Juliet.R   6) Elizabethan  language,  vocabulary,  and  prose  decode  worksheet  for  understanding.E   7) Two  film  versions  of  Romeo  and  Juliet,  Baz  Luhrmann’s  1996  version  and  Franco  Zepherelli’s    1968   version,  will  be  watched,  analyzed,  compared  and  contrasted.  E   8) Pair  work  project  on  de-­‐constructing  balcony  scene  dialogue  worksheet.  E   9) Final  project:  small  group  presentation  wherein  students  will  produce  a  de-­‐constructed  re-­‐enacted  3   scene  segment  from  Romeo  and  Juliet.    Media  options  to  be  used  by  students:  make  a  short  film;  re-­‐ enact  using  own  rewritten  script,  integration  of  multi-­‐media  such  as  power  point,  photo  story,  texted   dialogue  (visually  displayed),  etc.  E2  

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WEEK #1 MONDAY 50 minute class TUESDAY 90 minute class WEDNESDAY THURSDAY 90 minute class Quiz – thru Act II scene 2 5 min. discussion of one theme in Romeo and Juliet: “love” (love at first sight, force of love, first love) Pair work: Partners will complete and present Balcony scene language deconstruct worksheet Show 10-15 minute film clips from each of film versions of R&J (showing thru scenes Act II scene 2) Students fill-in “compare/contrast worksheet” while viewing. Discussion of small group presentation; directions and rubric handed out. Assign students to groups so they can begin to work on project outside of class. Homework: read through Act III, scene 3
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FRIDAY

Introduction of unit Quiz – thru Act I scene 2 KWL chart and discussion of what students know and Romeo and Juliet and the story, themes, and characters. 5 min. discussion of one theme in Romeo and Juliet: “rivalry” (i.e. gangs, Mac/pc, sports, political parties) KWL chart and discussion of Elizabethan England, life of Shakespeare, general history in that era Give out and review Elizabethan vocabulary terminology sheets. Pair work on vocabulary worksheets. Show 10-15 minute film clips from each of film versions of R&J (showing thru scenes Act I scene 2 covered in class today.) Students fill-in “compare and contrast worksheet” while viewing. Homework: read through Act II scene 2

Start reading Act 1 scene 1 out loud in class.

Homework: read through Act 1 scene 2

WEEK #2 MONDAY 50 minute class Quiz – thru Act III scene 3 Review quiz answers with class and discuss reading up to Act III scene 3. 5 min. discussion of one theme in Romeo and Juliet: “family loyalty” Show 10 minute film clips from each of film versions of R&J (showing thru scenes Act III scene 3, covered in class today.) Students fill-in “compare and contrast worksheet” while viewing. TUESDAY 90 minute class Quiz – thru end of Act III Review quiz answers with class and discuss reading through Act III. 5 min. discussion of one theme in Romeo and Juliet: “Youth rebellion” Show 10-15 minute film clips from each of film versions of R&J (showing thru scenes Act III scene 3 covered in class today.) Students fill-in “compare and contrast worksheet” while viewing. WEDNESDAY THURSDAY 90 minute class Quiz – thru Act IV Review quiz answers with class and discuss reading thru Act IV 5 min. discussion of one theme in Romeo and Juliet: “fate” Show 10-15 minute film clips from each of film versions of R&J (showing thru scenes Act IV covered in class today.) Students fill-in “compare and contrast worksheet” while viewing. FRIDAY

If extra time work on small group project

If extra time work on small group project

If extra time work on small group project

Homework: Finish Act 3

Homework: Read Act 4

Homework: Read Act 5
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WEEK #3 MONDAY 50 minute class Quiz thru Act V Discussion of a theme in Romeo and Juliet: -Teenage suicide Discussion of free-write assignment on connecting R&J themes with today’s culture – so students can start to think about what they’ll write about Show 10 minute film clips from each of film versions of R&J (showing thru scenes Act V covered in class today.) Students fill-in “compare and contrast worksheet” while viewing. TUESDAY 90 minute class Free-write connection between a theme in Romeo and Juliet and contemporary issue. Students will be given the length class time to work in small groups on their presentation projects that are due on Thursday. Class will be moved to the computer lab if there are not computers in the classroom. WEDNESDAY THURSDAY 90 minute class FRIDAY

Presentation of Small Group Romeo and Juliet projects.

Homework: work on small group project

Homework: Finish small group project

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