LESSON PLAN

Name: Sari Knouse Date: 9/21/22 Lesson Start and End Time:

Monday 9/26

Academic Area: College Prep Grade Level: 9th Co-op initials with date:
English

Pre-Instruction Planning

Topic Romeo and Juliet Day 1- Introducing Shakespeare and the

Elizabethan Era; Virtual tour of The Globe Theater

PA Anchor/Standard or  CC.1.2.9–10.L: Read and comprehend literary nonfiction

Eligible Content and informational text on grade level, reading
independently and proficiently.
 Eligible Content - L.N.2.5.3: Distinguish essential from
nonessential information.
Lesson Objectives  Students will be able to comprehend the information they
are reading on Shakespeare and the Elizabethan Era.
 Students will be able to decipher what information is
necessary and correct for the WebQuest.
Materials  iPads
 Shakespeare and Elizabethan Era WebQuest
 Modified Shakespeare and Elizabethan Era
WebQuest
 The Globe Theater virtual 360-degree tour link
 The Globe Theater outline (for teacher use only)
Planning for Learners Differentiation:
 I will differentiate the content by using the WebQuest to
highlight critical information about Shakespeare and the
Elizabethan period.
 I will differentiate the process by having the students
access different websites to complete the WebQuest.
 I will differentiate the product by giving them the option
to work alone or with a partner.
 I will differentiate the process by having students learn
about the Globe Theater through an interactive virtual
 360-degree tour of it.
Modifications/Accommodations:
 I will provide some students with a modified
Shakespeare WebQuest. It will have some of the answers
already written for them so that they have less work to
do.
 For the students with a 504 that states that they need to
be checked on to ensure they understand directions- I
will go to them first to make sure they understand
directions. I will also check on them frequently and for
longer periods of time so that I can help them with the
activity if need be.
Lesson Presentation

Introduction  Tell the students that we are going to begin reading

Romeo and Juliet by Shakespeare
 Ask them how they feel about this.
-What are your impressions of Shakespeare?
-What are you scared of when it comes to reading
Shakespeare?
-What do you think some challenges will be?
 Instruct them to open Schoology and download the
Shakespeare WebQuest file. (See Appendix A)
**This is the assessment
 A modified Shakespeare WebQuest will be sent to some
students prior to the start of class. (See Appendix B)
 Tell them they can do this with a partner if they want.
 They will have 25 minutes to complete this.
Sequence of activities  As the students work on this, I will go around the room
including assessments to answer questions and make sure they are staying on
task.
 Whatever they do not finish during the 25 minutes of in
class time will have to be done for homework.
 Ask them if anything they found out was interesting to
them.
 Ask them some of the questions from the WebQuest to
see what answers they got.
 The rest of the time will be used to do a virtual 360-
degree tour of the Globe Theater together. (See
Appendix C)
  As we go through the tour, I will utilize an outline of
important points or comments to make. (See Appendix
D)
Lesson Wrap-up  Ask the students what they think about the Globe
Theater.
-Would any of you want to go there someday?
 Remind them to complete the WebQuest for homework
if they did not finish it in class.
Self-Evaluation

Appendix A
Shakespeare and Elizabethan Era WebQuest

Use Google to help you find the answers to these questions. You may do this with a partner.

1. Who is Shakespeare?

2. When and where was he born?

3. What university did Shakespeare attend?

4. Who did Shakespeare marry?

5. How many kids did he have?

6. Name four of his plays:

a.

b.

c.

d.

7. Name fours words invented by Shakespeare:

a.

b.

c.

d.

8. Where were Shakespeare’s plays performed? Please tell me the name of the place and

where it is located.

9. Shakespeare was a famous writer during the Elizabethan Era. When was the Elizabethan

Era?

10. What is the Elizabethan Era known for?

 11. Who was the Queen during the Elizabethan Era?

Appendix B
Modified Shakespeare and Elizabethan Era WebQuest
Use Google to help you find the answers to these questions. You may do this with a partner.

1. Who is Shakespeare?

2. When and where was he born?

3. What university did Shakespeare attend?

-King Edward VI School

4. Who did Shakespeare marry?

5. How many kids did he have?

6. Name four of his plays:

 a. Hamlet

b. A Midsummer Night’s Dream

c.

d.

7. Name fours words invented by Shakespeare:

a. Lackluster

b. Bandit

c.

d.

8. Where were Shakespeare’s plays performed? Please fill in the blank.

-The Theater in London

9. Shakespeare was a famous writer during the Elizabethan Era. When was the Elizabethan

Era?

10. What is the Elizabethan Era known for?

- It is a time of English renaissance that inspired national pride through classical ideals,

international expansion, and naval triumph. There was a flowering of poetry, music and

literature.
 11. Who was the Queen during the Elizabethan Era?

Appendix C
The Globe Theater virtual 360-degree tour link
https://www.shakespearesglobe.com/discover/about-us/virtual-tour/#maincontent

Appendix D
The Globe Theater outline (for teacher use only)
 It is in London

 Built in 1599 by Shakespeare’s play company, the Lord Chamberlain’s Men

 Destroyed by a fire in 1613

o Fire happened during a performance of Henry the 8th. A theatrical cannon misfired

and ignited the wooden beams. No one was hurt except a man caught his pants on

fire and they put it out with a bottle of ale.

 A second one was built by June 1614 but closed because of an ordinance issued in 1642

 A modern reconstruction of the globe was opened in 1997 just 750 feet from the original

site. Called it Shakespeare’s Globe

 Women were not allowed to perform on stage, so it was always men on the stage acting,

even as female characters.

  When we go to performances where are the best seats?

o During the time when people would go to see Shakespeare’s plays at the original

Globe Theater, the “yard” (what we know as floor seats) was where peasants

stood during the show. It cost a penny to stand in the yard. They were probably

just standing on sand. It was said to kind of smell down there, so the upper class

would not purchase seats in that area.

o The higher the seats, the comfier they were. They could sit on cushions. The

upper class sat

LESSON PLAN

Name: Sari Knouse Date: 9/22/22 Lesson Start and End Time:
Tuesday 9/27

Academic Area: College Prep Grade Level: 9th Co-op initials with date:
English 9

Pre-Instruction Planning

Topic Romeo and Juliet Day 2- Shakespeare insult activity; Guided

reading of Sonnet 18

PA Anchor/Standard or  CC.1.3.9–10.F: Analyze how words and phrases shape

Eligible Content meaning and tone in texts.
 CC.1.3.9–10.I: Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based
on grade-level reading and content, choosing flexibly
from a range of strategies and tools.
 CC.1.5.9–10.A: Initiate and participate effectively in a
range of collaborative discussions on grade-level topics,
texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Lesson Objectives  Students will be able to interpret the meaning of Sonnet
18.
  Students will be able to paraphrase Sonnet 18.
 Students will be able to compose a modern version of
Sonnet 18 in a group setting.
Materials  iPads
 Shakespeare Insult Activity
 Sonnet 18
Planning for Learners Differentiation:
 I will differentiate the product by allowing students to
create their own Shakespearean insult.
 I will differentiate the process by doing a guided reading
of Sonnet 18 to introduce them to Shakespearean
language.
 I will differentiate the product by having the students
rewrite lines from Sonnet 18 in modern language.
 I will differentiate the environment by having the
students move to a different part of the room with their
groups.
Modifications/Accommodations:
 For the students with a 504 that states that they need to
be checked on to ensure they understand directions- I
will go to them first to make sure they understand
directions. I will also check on them frequently and for
longer periods of time so that I can help them with the
activity if need be.
Lesson Presentation

Introduction  Instruct students to pull up the Shakespearean Insults

document on Schoology and download it into Notability.
(See Appendix A)
 Give them 10 minutes to create a Shakespearean insult
and then create a modern version of it by looking up the
definitions of those words on an online dictionary.
 Give them all a chance to share their Shakespearean
insult and their modern version of it.
 Explain to them that we are going to work on
understanding Shakespeare’s language by reading one of
his famous sonnets.
**This is the assessment
Sequence of activities  Instruct students to download Sonnet 18 and put it in
 including assessments Notability. (Appendix B)
 Explain to them what a sonnet is.
-It is a 14-line poem.
-Each line is 10 syllables long
- It is written in iambic pentameter (A, B, A, B, C, D, C,
D, E, F, E, F, G, G)
 Read the poem the whole way through first.
 Go line by line analyzing the sonnet and deciphering
what each line means.
 Separate the class into 7 groups and assign 2 lines of the
sonnet to each group.
 They have to work together to rewrite those lines in
modern language.
 Make them aware that they will need to pick one person
from their group to stand in front of the class and say
their 2 lines and that this needs to be done by the end of
class.
 Walk around the classroom to ensure they are staying on
task.
Lesson Wrap-up  Before the end of the period, have the groups send their
spokesperson up to the front of the room.
 Put them in the order of the lines they were given to
paraphrase.
 They will all go in order and say their paraphrased lines
to create a new, modern Sonnet 18.
 Ask them how they feel about Shakespeare’s language
now and have a brief discussion with them about it.
Self-Evaluation

Appendix A
Shakespearean Insults (from https://www.bespokeclassroom.com)
 Appendix B
Sonnet 18

Sonnet 18: Shall I compare thee to a summer’s

day?
BY  WI LL IA M SH AK ES PE AR E

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date;

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm'd;

And every fair from fair sometime declines,

By chance or nature’s changing course untrimm'd;

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st;

Nor shall death brag thou wander’st in his shade,

When in eternal lines to time thou grow’st:

So long as men can breathe or eyes can see,

   So long lives this, and this gives life to

 LESSON PLAN

Name: Sari Knouse Date: 9/23/22 Lesson Start and End Time:
Wednesday 9/28

Academic Area: College Prep Grade Level: 9th Co-op initials with date:
English

Pre-Instruction Planning

Topic Romeo and Juliet Day 3- Pre-Reading activity; Read the

prologue and discuss it

PA Anchor/Standard or  CC.1.3.9–10.A: Determine a theme or central idea of a

Eligible Content 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.
 CC.1.3.9–10.K: Read and comprehend literary fiction on
grade level, reading independently and proficiently.
 CC.1.5.9–10.A: Initiate and participate effectively in a
range of collaborative discussions on grade-level topics,
texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Lesson Objectives  Students will be able to predict the different themes and
issues in R&J.
 Students will be able to comprehend the prologue.
 Students will be able to participate in discussion of the
prologue.
Materials  iPads
 Pre-reading activity
 Copies of Romeo and Juliet
Planning for Learners Differentiation:
 I will differentiate the content by having the students
participate in a pre-reading activity.
 I will differentiate the process by having the students
first work alone on the pre-reading activity, then share
with a partner, and then share with the class.
 Modifications/Accommodations:
 For the students with a 504 that states that they need to
be checked on to ensure they understand directions- I
will go to them first to make sure they understand
directions. I will also check on them frequently and for
longer periods of time so that I can help them with the
activity if need be.
Lesson Presentation

Introduction  Instruct students to open Schoology and download the

pre-reading activity into notability (See Appendix A).
 Tell them to work on it for about 15 minutes.
 Instruct them to turn to a neighbor to discuss what they
are writing.
 After they discuss with their neighbors, have them share
with me the things they put down for the pre-reading
activity.
 Instruct them to turn it into Schoology even if they are
not finished with it.
 Transition into reading Romeo and Juliet by passing out
the plays.
Sequence of activities  Tell them to mark-up the play as much as they want.
including assessments -Important events, character traits, important quotes,
paraphrases
 Begin reading the prologue to the students.
 After reading it through the whole way, analyze it
together line by line.
Lesson Wrap-up  Have a brief discussion on the prologue.
-Based off the prologue, what do you predict is going to
happen? What do we know about this story
Self-Evaluation
Appendix A
Romeo and Juliet Pre-Reading Activity

1. Is it possible to fall in love at first sight? Why or why not?

2. Do you think your family should have a say in who you marry? Explain.

3. Is there a right age to fall in love? Explain.

4. Is it okay to hold a grudge? How long should you take before you can “forgive and

forget”?

5. Is it okay to be dishonest when you believe the end result will be good?
 LESSON PLAN

Name: Sari Knouse Date: 9/23/22 Lesson Start and End Time:
Thursday 9/29-Friday 9/30

Academic Area: College Prep Grade Level: 9th Co-op initials with date:
English

Pre-Instruction Planning

Topic Romeo and Juliet Day 4-5- Read act 1 scene 1; Discuss scene
and analyze Romeo; Read act 1 scene 2; Discuss scene; Create
invitation for the Capulet’s party

PA Anchor/Standard or  CC.1.3.9–10.A: Determine a theme or central idea of a

Eligible Content 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.
 CC.1.3.9–10.K: Read and comprehend literary fiction on
grade level, reading independently and proficiently.
 CC.1.5.9–10.A: Initiate and participate effectively in a
range of collaborative discussions on grade-level topics,
texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
 CC.1.4.9–10.U: Use technology, including the Internet,
to produce, publish, and update individual or shared
writing products, taking advantage of technology’s
capacity to link to other information and to display
information flexibly and dynamically.
 CC.1.4.9–10.R: Demonstrate a grade-appropriate
command of the conventions of standard English
grammar, usage, capitalization, punctuation, and
spelling.
Lesson Objectives  Students will be able to recognize the different themes
and ideas beginning to take shape.
 Students will be able to comprehend the scenes.
 Students will be able to participate in discussions of the
scenes.
 Students will be able to utilize technology to create their
 invitations.
 Students will be able to apply their knowledge of
grammar to their invitations.
Materials  iPads
 Copies of Romeo and Juliet
 Act 1 Scene 1 Discussion Questions
 Capulet’s Party Invitation Instructions
Planning for Learners Differentiation:
 I will differentiate the process by giving the students the
opportunity to read the different parts aloud.
 I will differentiate the product by allowing students to
use whatever technology they want to create their
invitation.
Modifications/Accommodations:
 For the students with a 504 that states that they need to
be checked on to ensure they understand directions- I
will go to them first to make sure they understand
directions. I will also check on them frequently and for
longer periods of time so that I can help them with the
activity if need be.
Lesson Presentation

Introduction Day One

 Instruct students get out their copies of R&J and open
their plays to act 1 scene 1.
 Assign roles for each character that has a speaking part
as well as someone to read the stage directions.
 Begin reading the play.
Sequence of activities  Discuss the scene and analyze Romeo using the
including assessments discussion questions on Schoology. (See Appendix A)
 Instruct the students to turn in their discussion questions
for points.
Day Two
 Instruct students to get out their copies of R&J and open
them to act 1 scene 2.
 Assign roles for each character that has a speaking part
 as well as someone to read the stage directions.
 Begin reading the play.
 Discuss the scene.
 Instruct them to open the Capulet Invitation instructions
on Schoology. (See Appendix B)
 Go through the instructions with them thoroughly and
discuss expectations.
 Give them the rest of the period to work on it.
 As they get started on their invitations, walk around the
room to answer questions, and ensure they are staying on
task.
Lesson Wrap-up  Remind them to turn in their invitation before the
beginning of class on Monday.
Self-Evaluation

Appendix A
Romeo and Juliet Act 1 Scene 1 Discussion Questions
1. What do you think about the fight between Sampson, Gregory, Balthasar, and Abraham?

2. Who is feuding? Do we know why?

3. Look at the prince’s speech. What is he saying?

4. How would you characterize Tybalt? Are those good characteristics?

5. What do you think about Romeo? Think about him before and after we meet him. What
is wrong with him?

6. Romeo is young. Do you think it is possible for him to be in love already?

Appendix B
Capulet’s Party Invitation Instructions

Party Invitation to The

Capulet’s Party
What? What is going on

Where? Where is the party happening

When? What day, year, and time of day is this party taking
place

Why? Why is this party happening

Menu: What food and drinks will be served

Entertainment: Knowing what happens in the first 2 scenes, in

four sentences, predict what is going to happen at the party and
why you think that.

 You may add in elements to make the invitation more realistic, but it is not
required. (RSVP, dress code, etc.)
 You can create this on Word, Google Docs, Notability, Canva, etc.
 Be creative! Use different colors, fonts, images, etc.
 PROPER GRAMMAR. This is a proper invitation, so it must be properly written.
 You may use language from that time period, but it is not required.
 **Important note- Romeo and Juliet takes place somewhere between the 14th and
15th century.
 This is worth 15 points.
LESSON PLAN
Name: Sari Knouse Date: 9/23/22 Lesson Start and End Time:
Monday 10/3

Academic Area: College Prep Grade Level: 9th Co-op initials with date:
English

Pre-Instruction Planning

Topic Romeo and Juliet Day 6- Read Act 1 Scene 3; Character chart
on the female characters; Brief Discussion

PA Anchor/Standard or  CC.1.3.9–10.K: Read and comprehend literary fiction on

Eligible Content grade level, reading independently and proficiently.
 CC.1.3.9–10.C: Analyze how complex characters
develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
 CC.1.5.9–10.A: Initiate and participate effectively in a
range of collaborative discussions on grade-level topics,
texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Lesson Objectives  Students will be able to comprehend a scene from R&J
on their own.
 Students will be able to analyze the female characters in
the scene they are reading.
 Students will be able to demonstrate their knowledge of
the characters.
 Students will be able to engage in discussion with their
classmates.
Materials  iPads
 Act 1 Scene 3 Translation Document
 Female Character Chart
Planning for Learners Differentiation:
 I will differentiate the content by providing a translated
version of the scene.
 I will differentiate the product by allowing students to
collaborate with other students.
 Modifications/Accommodations:
 For the students with a 504 that states that they need to
be checked on to ensure they understand directions- I
will go to them first to make sure they understand
directions. I will also check on them frequently and for
longer periods of time so that I can help them with the
activity if need be.
Lesson Presentation

Introduction  Tell the students that they will be reading a scene on

their own.
 Instruct them to open the Act 1 Scene 3 translation on
Schoology. (See Appendix A)
 Tell them to make notes on the female characters in the
story as they read along.
 Instruct them to work on the female character chart that
is in the R&J folder on Schoology once they are done
reading. (See Appendix B)
Sequence of activities  As they read, walk around the room to make sure they
including assessments are staying task, and to see who is still reading.
 As everyone finishes up with the reading and begins the
character chart, instruct them to begin collaborating with
other classmates to see what they think about the
different female characters.
 Continue to walk around the room to listen to
conversations and see what people are writing down.
 Instruct the students to turn in their charts on Schoology
when they are done.
Lesson Wrap-up  Have a brief discussion on the females in the play.
 Discuss the purpose of the Nurse.
Self-Evaluation

Appendix A
Act 1 Scene 3 Translation Document
Romeo and Juliet Act 1, Scene 3 Translation.pdf
Appendix B
Female Character Chart
Name: Date:

Lady Capulet Juliet Nurse

 LESSON PLAN

Name: Sari Knouse Date: 9/23 Lesson Start and End Time:
Tuesday 10/4-Friday 10/7

Academic Area: College Prep Grade Level: 9th Co-op initials with date:
English

Pre-Instruction Planning

Topic Romeo and Juliet Day 7-10- Read Act 1 Scene 4 and discuss;
Read Act 1 Scene 5 and discuss; Sonnet writing; Watch Act 1 of
Romeo and Juliet on DVD

PA Anchor/Standard or  Eligible Content - L.F.2.3.1: Explain, interpret, compare,

Eligible Content describe, analyze, and/or evaluate character in a variety
of fiction.
 CC.1.3.9–10.F: Analyze how words and phrases shape
meaning and tone in texts.
 Eligible Content - L.F.1.1.1: Identify and/or analyze the
author’s intended purpose of a text.
 CC.1.4.9–10.R: Demonstrate a grade-appropriate
command of the conventions of standard English
grammar, usage, capitalization, punctuation, and
spelling.
Lesson Objectives  Students will be able to analyze the characters in the text
and the role they play.
 Students will be able to identify why certain events
happen, or why certain things are said in the play.
 Students will be able to explain what different pieces of
dialogue or quotes from the play give meaning.
 Students will be able to create a sonnet using the correct
components of a sonnet.
 Students will be able to apply proper grammar to their
sonnet writing.
Materials  iPads
 Copies of Romeo and Juliet
 Movie clip of R&J meeting
 Sonnet instructions
  Romeo and Juliet Movie
 Act 1 of movie exit ticket
Planning for Learners Differentiation:
 I will differentiate the process by giving the students the
opportunity to read the different parts aloud.
 I will differentiate the content by showing them a movie
clip to help them visualize the scene.
 I will differentiate the product by allowing students to
make their sonnet about whatever they want.
 I will differentiate the product by giving students the
option to read their sonnets for bonus points.
 I will differentiate the content by showing them the
movie version of act 1.
Modifications/Accommodations:
 For the students with a 504 that states that they need to
be checked on to ensure they understand directions- I
will go to them first to make sure they understand
directions. I will also check on them frequently and for
longer periods of time so that I can help them with the
activity if need be.
Lesson Presentation

Introduction Day One

 Instruct students to get out their copies of R&J and turn
to Act 1 Scene 4.
 Assign roles and begin reading.
Sequence of activities  After reading, discuss the role of Mercutio and Romeo’s
including assessments dream.
 Instruct students to turn to Act 1 Scene 5.
 Assign roles and begin reading.
 After reading, discuss some of the lines from the
different characters, Tybalt’s actions, and Romeo’s
ability to fall in love again so quickly.
Day Two
 Begin class by showing a movie clip of Romeo and Juliet
meeting at the Capulet’s party. (Appendix A)
 Refer to that scene in the play and discuss how it is a
 sonnet.
 Tell the students that they are going to work on writing a
sonnet of their own.
 Instruct them to pull up the sonnet instructions on
Schoology. (Appendix B)
 Review those instructions together.
 Give them the rest of the period to work on their sonnets.
Day Three
 As the students continue to work on their sonnets, walk
around the room to make sure they are staying on task
and to see what progress they are making.
 Before the end of the period, remind them that their
sonnet is due tomorrow before the beginning of the
period.
 Let them know that they can read their sonnets in class
tomorrow for extra credit.
Day Four
 Begin the class by allowing students to read their sonnets
for bonus points.
 Watch Act 1 of the movie.
Lesson Wrap-up  Students must answer two questions about the movie as
an exit ticket. (See Appendix C)
Self-Evaluation

Appendix A
Movie Clip of R&J Meeting
https://youtu.be/tOjuzvLcsos

Appendix B
Sonnet Instructions

Write Your Own Sonnet

 Remember a sonnet is:

o 14 lines
o Each line is 10 syllables long
 Write it in Iambic Petameter
o ABAB CDCD EFEF GG
 Example of a sonnet:

My mistress' eyes are nothing like the sun; 

Coral is far more red than her lips' red; 
If snow be white, why then her breasts are dun; 
If hairs be wires, black wires grow on her head. 
I have seen roses damasked, red and white, 
But no such roses see I in her cheeks; 
And in some perfumes is there more delight 
Than in the breath that from my mistress reeks. 
I love to hear her speak, yet well I know 
That music hath a far more pleasing sound; 
I grant I never saw a goddess go; 
My mistress, when she walks, treads on the ground. 
   And yet, by heaven, I think my love as rare 
   As any she belied with false compare.

 It can be about anything

  Some topic ideas: the first day of school, the last day of school, one of the
seasons, a person, a favorite place, a restaurant, food, flowers, a concert,
describe an object, a favorite memory, “a day in my life”
 You are not limited to those ideas. If you have a better idea, go for it. Those
ideas are simply there to help you if you cannot think of a topic.

Appendix C

Act 1 of Movie Exit Ticket

1. What do you think of Romeo’s character in the movie? Is he how you expected him to

be?

2. Was there a scene or moment done differently than you had pictured in your head as we

were reading act 1? OR What scene did you like the most and why?

WEEKLY BLOCK PLAN

Name: Sari Knouse Dates: 10/11-10/14/22 Class Period or Subject: College
Prep English

Topic: Romeo and Juliet Grade Level: 9th Co-op initials with date:

Monday -No School

PA Anchor/Standard or
Eligible Content
Lesson Objectives

Sequence of activities

Differentiation

Assessment

Tuesday

PA Anchor/Standard or Eligible Content - L.F.1.3.2, CC.1.5.9–10.A

Eligible Content
Lesson Objectives Students will be able to summarize the prologue for act 2

Sequence of activities I will read the prologue for act 2 of R&J to the students. They
may work with a partner to analyze the prologue and summarize
it, and then they can turn it in for points. The students will be
able to share their summary with the class. As a class we will
read and briefly discuss act 2 scene 1.

Differentiation I will differentiate the process by having students summarize

the prologue.

I will differentiate the product by giving students the choice to

write the summary alone or with a partner.

Assessment Writing their own summary of the act 2 prologue

Wednesday

PA Anchor/Standard or Anchor Descriptor - L.F.2.3

Eligible Content
Lesson Objectives Students will be able to analyze and discuss act 2 scene 2.

Sequence of activities Read act 2 scene 2 together and stop as necessary to analyze and
translate.

Differentiation I will differentiate the content by closely analyzing act 2 scene

2.

Assessment Discussion and analyzing scene 2

Thursday

PA Anchor/Standard or CC.1.5.9–10.A, CC.1.4.9–10.O

Eligible Content
Lesson Objectives Students will be able to create a retelling of the balcony scene on
their own or with a partner.

Sequence of activities The students will begin working on a retelling of the balcony
scene using famous, fictional, or historical couples. (See
Appendix A) They may work with a partner.

Differentiation I will differentiate the product by allowing students to work on

their own or with a partner.

Assessment A written modern retelling of the balcony scene

Friday

PA Anchor/Standard or CC.1.3.9–10.I, CC.1.3.9–10.J

Eligible Content
Lesson Objectives Students will be able to determine the definition of vocabulary
words using context clues.

Sequence of activities Introduce vocabulary words from R&J by having the students
guess the definition using context clues. (See Appendix B)
 Following this, work together to accurately define the words.

Differentiation I will differentiate the process by giving the students sentences

using the vocabulary words to help them define them.

Assessment Defining vocabulary words using context clues.

Modification/Accommodation (Generalized across the week):

For students with an IEP or 504- I will allow them extra time to complete their assignments. I will
spend more time with them while they are working on assignments to ensure they are understanding
the directions and staying on task.

End of the week self-evaluation:

Appendix A
Retelling of the Balcony Scene Instructions and Example
 Pick a celebrity or a famous historical couple and recreate the balcony scene.

 Romeo and Juliet are now and

 Do not change the situation happening on the balcony—change your couple to fit the

situation happening on the balcony!

o Your couple is now a pair of star-crossed lovers.

o Their families hate each other.

o They fell in love at first sight and feel the same way Romeo and Juliet feel.

o They’re super dramatic.

 Rewrite 150 words from the balcony scene.

  Change the words to fit your couple.

 Use things specific to your couple without changing the meaning of the lines.

 Have fun with it.

 Not sure how to do this? Here’s an example:

Kim Kardashian and Kanye West Balcony Scene

Page 30

Kanye: Imma stay here, even if you keep forgetting,

And I’ll forget all my other cribs but here.

Kim: OMG it’s almost the AM; Bible, you need to go!

But do not go any farther than North’s pet bird is allowed to go,

She lets it hop a little from her hand,

And just like a sad Khloe in handcuffs,

With a diamond studded leash she yanks that thing back again.

Kanye: Dope. I kinda wouldn’t mind being that bird.

Kim. I mean same:

But I would totally kill you because I would pet you too much.
Goodnight, ye. I’m so depressed that you’re leaving

So I’m gonna crash until tomorrow.

Kanye: Alright. Sleep and chill out.

As a matter of fact, I wish I was sleep and chill so I could be with Kim tonight.

I’m gonna walk in my Yeezys to the priest’s place,

I need his help with this Kimye stuff…and maybe he can help me write my next gospel album.

Appendix B
Romeo and Juliet Vocabulary
1. Antecedent: Better planning would have been the proper ANTECEDENT to presenting our

project. As a result, we embarrassed ourselves and only received a “D”.

Context clues-

Actual definition-

2. Antiquated: Based on its sheer size, I’d have to say that his cellphone is a bit ANTIQUATED.

Context clues-

Actual definition-
3. Berated: The baseball coach BERATED his player for not hustling enough on the field.

Context clues-

Actual definition-

4. Clandestine: Since her mother forbid her from leaving the house late at night, Stephanie often

took CLANDESTINE trips to her favorite clubs.

Context clues-

Actual definition-

5. Deleterious: If you decide to start smoking, you should consider the DELETERIOUS effect it

will have on your health.

Context clues-

Actual definition-

6. Emote: If actors do not EMOTE, they will not be in show business for very long.

Context clues-

Actual definition-

7. Fallacious: I can’t agree with you since all of your statements are FALLACIOUS.

Context clues-
Actual definition-

8. Furtive: It’s hard to tell what Doug’s plans are when he is being so FURTIVE.

Context clues-

Actual definition-

9. Insidious: At first, I thought the car salesman was trying to be helpful by selling me a car at a

cheap price. But after buying the car, I soon realized that I fell for an INSIDIOUS plan.

Context clues-

Actual definition-

10. Restive: The RESTIVE drivers refused to agree on who was at fault for the accident, so traffic

backed up for at least half a mile.

Context clues-

Actual definition-

WEEKLY BLOCK PLAN

Name: Sari Knouse Dates: 10/17-10/21/22 Class Period or Subject: College
Prep English

Topic: Romeo and Juliet Grade Level: 9th Co-op initials with date:

Monday

PA Anchor/Standard or CC.1.3.9–10.F, CC.1.5.9–10.A

Eligible Content
Lesson Objectives Students will be able to answer their assigned question before
sharing it with their group.

Sequence of activities Read Act 2 Scene 3 and answer discussion questions using the
jigsaw strategy. (See Appendix A)

Differentiation I will differentiate the process by using the jigsaw strategy to

complete the discussion.

Assessment Discussion questions.

Tuesday

PA Anchor/Standard or CC.1.3.9–10.F
Eligible Content
Lesson Objectives Students will be able to answer comprehension questions on two
scenes from R&J.

Sequence of activities Read Act 2 Scenes 4-5 and answer discussion questions
together. (See Appendix B)

Differentiation I will differentiate the process by completing the discussion

questions as a group.

Assessment Discussion questions.

Wednesday

PA Anchor/Standard or CC.1.3.9-10.C
Eligible Content
 Lesson Objectives Students will be able to create tweets by characters from R&J.

Sequence of activities Read Act 2 Scene 6 and discuss. Have students begin working
on the Shakespeare character’s tweets activity. (See Appendix
C)

Differentiation I will differentiate the process by assigning this activity once

students have read two acts of the play.

I will differentiate the product by having students create tweets

for different characters from R&J.

Assessment Shakespeare character’s tweets activity.

Thursday

PA Anchor/Standard or CC.1.3.9-10.C
Eligible Content
Lesson Objectives Students will be able to create tweets by characters from R&J.

Sequence of activities Students will continue working on the Shakespeare character’s

tweets activity.

Differentiation I will differentiate the process by assigning this activity once

students have read two acts of the play.

I will differentiate the product by having students create tweets

for different characters from R&J.

Assessment Shakespeare character’s tweets activity.

Friday

PA Anchor/Standard or CC.1.4.9–10.G
Eligible Content
Lesson Objectives Students will be able to argue why they did or did not like the
modern adaptation of the balcony scene after watching the
movie.
 Sequence of activities Have students watch Act 2 of the R&J movie and complete an
exit ticket. (See Appendix D)

Differentiation I will differentiate the content by showing the students the

movie version of Act 2 of Romeo and Juliet.

Assessment Exit ticket for after the movie.

Modification/Accommodation (Generalized across the week):

For students with an IEP or 504- I will allow them extra time to complete their assignments. I will
spend more time with them while they are working on assignments to ensure they are understanding
the directions and staying on task.

End of the week self-evaluation:

Appendix A
Jigsaw Strategy Questions
Romeo and Juliet Act 2 Scene 3 Discussion Questions

1. What does Friar Laurence say about plants? (Look at what Friar Laurence is saying at the top of

page 31 down to where Romeo enters)

2. What does Friar Laurence say about Romeo being awake so early? (Look on page 31)

3. Why does Friar Laurence seem skeptic about Romeo’s new love for Juliet? Is this valid? (Look

on page 32)

4. Why does Friar Laurence agree to marry Romeo and Juliet? (Look at the end of the scene on page

33)

Appendix B
Act 2 Scenes 4-5 Discussion Questions
Scene 4
 1. What do Mercutio and Benvolio think is still wrong with Romeo?

2. What has Tybalt done? How do Benvolio and Mercutio think Romeo will react to it?

3. Why is the nurse visiting Romeo?

4. How does Romeo describe Mercutio?

5. What does Romeo want his servant to give the nurse to put at Juliet’s window?
Scene 5

1. Why is Juliet anxious?

2. What does Juliet say about “love’s messengers?”

3. What would make the nurse a better messenger?

4. Why do you think the nurse takes so long to tell Juliet the news she wants to hear?

5. What does the nurse say about Romeo? The good and the bad.

Appendix C
Shakespeare Character’s Tweets
https://www.tweetgen.com
Appendix D
Romeo and Juliet Movie Act 2 Exit Ticket
Please answer this question before leaving class
 1. What did you think about this modern take on the balcony scene? Please write 2-3
sentences.

WEEKLY BLOCK PLAN

Name: Sari Knouse Dates: 10/24-28/2022 Class Period or Subject: College

Prep English

Topic: Romeo and Juliet Grade Level: 9th Co-op initials with date:

Monday
 PA Anchor/Standard or CC.1.4.9–10.S, CC.1.4.9–10.R, CC.1.4.9–10.O
Eligible Content

Lesson Objectives Students will be able to create an obituary for Mercutio or

Tybalt and use information from the text to help them complete
it.

Sequence of activities Read Act 3 Scene 1 together. After reading, they will begin
working on an obituary for Tybalt or Mercutio. (See Appendix
A)

Differentiation I will differentiate the product by allowing students to choose

which character they make their obituary for.

Assessment Mercutio/Tybalt Obituary assignment

Tuesday

PA Anchor/Standard or CC.1.4.9–10.S, CC.1.4.9–10.R, CC.1.4.9–10.O, CC.1.3.9–10.F,

Eligible Content CC.1.3.9–10.K

Lesson Objectives Students will be able to create an obituary for Mercutio or

Tybalt and use information from the text to help them complete
it.

Students will be able to discuss Act 3 Scene 2 as a class.

Sequence of activities The class will briefly read and discuss Act 3 Scene 2. The
remainder of the period will be spent working on their obituaries
for Mercutio or Tybalt.

Differentiation I will differentiate the product by allowing students to choose

which character they make their obituary for.

I will differentiate the product by discussing Act 3 Scene 2 as a

class.

Assessment Mercutio/Tybalt Obituary assignment

 Informal class discussion on Act 3 Scene 2

Wednesday

PA Anchor/Standard or CC.1.3.9–10.F, CC.1.3.9–10.K, CC.1.5.9–10.A, CC.1.5.9–10.D

Eligible Content
Lesson Objectives Students will be able to think independently about questions
from Act 3 Scene 4 before sharing with partners.

Sequence of activities Read Act 3 Scene 3 and discuss using the think-pair-share
strategy. (See Appendix B)

Differentiation I will differentiate the process by using the think-pair-share

strategy to complete the discussion questions.

I will differentiate the product by having the students share

their discussion answers with another student.

Assessment Think-pair-share discussion

Thursday

PA Anchor/Standard or CC.1.3.11–12.I, CC.1.3.11–12.J

Eligible Content
Lesson Objectives Students will be able to complete sentences by filling in the
blanks with the correct vocabulary word.

Students will be able to create 10 sentences using each

vocabulary word once.

Sequence of activities The students will complete a fill-in-the-blank vocabulary

practice worksheet. For homework they must study these words
and write 10 sentences using each word once.

Differentiation I will differentiate the process by giving the students a word

bank.

I will differentiate the product by having students write 10 of

their own sentences using the vocabulary words for homework.
 Fill in the blank vocabulary worksheet
Assessment
10 sentences homework assignment

Friday No period 2—Senior Pep Rally

PA Anchor/Standard or
Eligible Content
Lesson Objectives

Sequence of activities

Differentiation

Assessment

Modification/Accommodation (Generalized across the week):

For students with an IEP or 504- I will allow them extra time to complete their assignments. I will
spend more time with them while they are working on assignments to ensure they are understanding
the directions and staying on task. I will also prompt these students to converse with a partner for the
think-pair-share strategy.

End of the week self-evaluation:

Appendix A
Mercutio/Tybalt Obituary
Create an Obituary for Mercutio or Tybalt

Heading- Their name and age

Subheading- Their birth date and death date. Include one quote from the character that captures

who they are as a person.

Paragraph 1- Write a brief biography about your character’s life. How do you think they were

raised and liked to do based on what we know about them and their life. Describe their

personality. (4-5 sentences)

Paragraph 2- Describe their death. Pretend like you were there and witnessed it. What were the

antecedents to their death? How did they die? Write whatever you can surrounding their death.

(4-5 sentences)

Paragraph 3- Write a short paragraph talking about the impact their death has had on their

family and friends, as well as the city of Verona. Write some nice words about them. (3-5

sentences)

Ending Quote- End your obituary with a quote from another character in the play about the

character you are creating the obituary for. The quote can be good or bad—it just needs to show

who they are as a person.

Mercutio, 18
March 21, 1562- July 18, 1580

“If love be rough with you, be rough with love; /

Prick love for pricking, and you beat love down.”
 Mercutio, native to the city of Verona, lived life to the fullest. Ever since he was a young

boy, he enjoyed being the center of attention. Mercutio liked to hang out with friends—

specifically Benvolio and Romeo—and he entertained them with his quick wit and passionate

speeches. He loved to attend parties and aspired to be in a play someday.

This young man’s tragic death occurred on the streets of Verona. He got into an

altercation with Tybalt, the nephew of Lady Capulet, who also died in the brawl. The two have

never gotten along, and this fight got exceptionally heated. Mercutio was stabbed by Tybalt who

slid his sword right in between the arm of Romeo Montague, the boy trying to break up the fight.

He suffered for some time before dying peacefully with Benvolio at his side.

The death of Mercutio has greatly impacted his friends and family. Benvolio and Romeo

are distraught over their dear friend’s passing. His relative, Prince Escalus, is in disbelief that he

was taken from the world so soon. The city of Verona is in shambles with no idea how to move

forward. Mercutio and his fun, outgoing personality will be deeply missed by all.

“Peace, peace, Mercutio, peace! / Thou talk’st of nothing.” – Romeo

Appendix B
Think-Pair-Share Discussion Questions
Act 3 Scene 3 Discussion Questions

1. What does Friar Laurence mean when he says, “Affliction is enamour’d of thy parts, /

And thou art wedded to calamity” to Romeo? (Tip: You may need to look up a couple

definitions here.)
 2. How does Romeo feel about being banished? Include a quote from Romeo to support

your answer.

3. How does Friar Laurence say Romeo should react to the news of his banishment? (Hint:

Look towards the bottom of page 56.)

4. Where is Romeo headed at the end of the scene?

Appendix C
Fill in the Blank Vocabulary Worksheet
Name: Date:

Vocabulary Fill in the Blank

Fill in the blank with the correct vocabulary term. Each word will be used only once.

Antecedent Antiquated Berate Clandestine Deleterious

Emote Fallacious Furtive Insidious Restive

1. Annie’s kids accidentally dropped her favorite ring down the drain, and she debated

whether she should them.

2. The teacher felt like her students were being when they

asked if their quiz could be a take-home quiz.

3. Brad refused to audition for the musical—even though the music teacher strongly

encouraged him to—because he does not know how to .

4. The toddler refused to put his toys down and take a nap.

5. Studying over the weekend would be the proper to

taking the vocabulary quiz on Monday.

6. I was told to be very after being told about why my co-

worker was fired.

7. You can tell that the house on the corner is very

because the windows are shattered, and the wooden porch is falling in.

8. The smoke coming from the factory is to Earth’s

environment.

9. He worked for the CIA for 15 years and took on many

operations.

10. All of the information that is being spread on social

media is making it hard to know what really happened between the famous couple.
 WEEKLY BLOCK PLAN

Name: Sari Knouse Dates: 10/31-11/4/22 Class Period or Subject: College

Prep English

Topic: Romeo and Juliet Grade Level: 9th Co-op initials with date:

Monday

PA Anchor/Standard or CC.1.3.9–10.I, CC.1.3.9–10.H, CC.1.3.9–10.F

 Eligible Content
Lesson Objectives Students will be able to complete the vocabulary quiz with an
average of only 3 questions wrong.

Students will be able to discuss the final scene of Act 3 after

reading it together as a class.

Sequence of activities There will be a matching and fill in the blank quiz at the
beginning of the period (See Appendix A). Summarize Act 3
Scene 4. Read and discuss Act 3 Scene 5 the remainder of the
period.

Differentiation I will differentiate the content by providing a summary of Act 3

Scene 4 so that they know what happens in it.

Assessment Vocabulary quiz.

Informal discussion of Act 3 Scene 5

Tuesday

PA Anchor/Standard or CC.1.3.9–10.H, CC.1.3.9–10.F, CC.1.5.9–10.A

Eligible Content
Lesson Objectives Students will be able to identify and discuss Friar Laurence’s
plan to help Romeo and Juliet.

Sequence of activities Watch Act 3 of the R&J movie. Read Act 4 Scene 1 and discuss
Friar Laurence’s plan to help Romeo and Juliet.

Differentiation I will differentiate the product by walking the students through

Friar Laurence’s plan so that they understand it and the possible
implications of that plan.

Assessment Act 4 Scene 1 informal discussion.

Wednesday
 PA Anchor/Standard or CC.1.3.9–10.H, CC.1.3.9–10.F, CC.1.5.9–10.A
Eligible Content
Lesson Objectives Students will be able to discuss important events and phrases
from Act 4 Scenes 2-4.

Sequence of activities Read Act 4 Scenes 2-4 and informally discuss them.

Differentiation I will differentiate the process by discussing each scene

informally as the students read aloud.

Assessment Informal discussion of Act 4 Scenes 2-4.

Thursday

PA Anchor/Standard or CC.1.3.9–10.K, Eligible Content - L.F.1.3.2

Eligible Content
Lesson Objectives Students will be able to read and comprehend Act 4 Scene 5
alone or with a partner.

Students will be able to summarize Act 4 Scene 5 in 5-7

sentences.

Sequence of activities Read Act 4 Scene 5 alone or with partners and write a 5-7
sentence summary of it.

Differentiation I will differentiate the product by allowing students to read

alone or with a partner.

I will differentiate the product by having students summarize

what they just read.

Assessment 5-7 sentence summary of Act 4 Scene 5.

Friday

PA Anchor/Standard or CC.1.3.9–10.H, CC.1.3.9–10.F, CC.1.5.9–10.A

Eligible Content
Lesson Objectives Students will be able to discuss important events and phrases
from Act 5 Scenes 1-2.
 Sequence of activities Read Act 5 Scenes 1-2 and informally discuss them. Introduce
R&J final project to them (See Appendix B).

Differentiation I will differentiate the process by discussing each scene

informally as the students read aloud.

Assessment Informal discussion of Act 5 Scenes 1-2.

Modification/Accommodation (Generalized across the week):

Students with a 504 or IEP will be given extra time to finish the vocabulary quiz. They will
also be given the option to take their quiz in the hall.

Students with a 504 or IEP will be allowed to write a 3-5 sentence summary of Act 4 Scene 5

End of the week self-evaluation:

Appendix A
Vocabulary Matching Quiz
Name: Date:

Match the correct vocabulary term to the correct definition. (Place the letter on the line in front

of the correct number.

Word Bank
1. To express emotion

A. Antecedent
2. To scold severely
B. Antiquated

3. Something that came before

C. Berate

4. Stubborn D. Clandestine

E. Deleterious
5. Harmful

F. Emote

6. Secretive
G. Fallacious

7. Secretive, especially for the purposes of being deceptive H. Furtive

I. Insidious
8. Old, out of date

J. Restive
9. Incorrect, misleading

10. Intending to entrap or trick

Appendix B

Romeo and Juliet Final Project Options and Rubric

Romeo and Juliet Final Project

You must pick and complete one of the following final projects for Romeo and Juliet.

Due date: 11/14/2022 Points: 60

A. Act out a scene from the play with 2-5 people. You may either record it and show it to the

class or perform it live. The scene must be a minimum of 5 minutes. You may edit the

script to make it shorter or more modern. Props, if there are any, are required (school

rules do apply). Costumes are encouraged but not required. Each group member must

write 200 words explaining what scene they are recreating and why. Also include if

you made any changes to the script and why.

B. Watch a retelling of Romeo and Juliet and write a 1 1/2 – 2 page paper comparing and

contrasting the two stories. In what ways are they alike? In what ways are they different?

Does the retelling do a good job conveying the concept of the play?

a. Warm Bodies, 2013 (PG-13)

b. West Side Story, 1961 (PG)

c. West Side Story, 2021 (PG-13)

d. Gnomeo and Juliet, 2011 (G)

e. If you know of another retelling of Romeo and Juliet, you may use it in your

paper, but you must get approval from me.

C. Create a soundtrack for the play. There must be 12 songs total. Each song must fit a

specific moment, scene, or character in the play. You must write 3-5 sentences for each
 song and explain what moment, scene, or character the song is for and why it is

fitting. You must list the song and artist, but that does not count as a sentence.

D. Pretend you are one of the minor characters (basically any character besides Romeo or

Juliet) and write 5 journal entries responding to different events in the play. For

example, pretend to be Benvolio and write a journal entry on how you, Benvolio, feel

about the fight in the first scene of the play. Each journal entry must be 150-200 words

long.

E. Pretend you are Romeo or Juliet and write 5 journal entries responding to different

events in the play. We already know a lot of the thoughts of Romeo and Juliet, so you

must expand beyond the thoughts we already know. What is Romeo or Juliet thinking

about that we do not get to see? For example, what might Juliet write in her journal after

being berated by her father for not wanting to marry Paris? Each journal entry must be

150-200 words long.

F. Essay response: Who is responsible for the tragedy of Romeo and Juliet? Friar Laurence?

Romeo and Juliet themselves? The parents? Is there more than one person to blame? Is it

a combination of everyone? Write a paper discussing who you think is to blame for their

deaths. Analyze the character(s) actions and discuss how those actions contribute to the

deaths of Romeo and Juliet. Please include evidence from the text to support your

answer. Your paper must be 1 1/2 – 2 pages long.

G. Essay response: Analyze the characters of the Nurse and Friar Laurence as mentors to

Romeo and Juliet. Do they do the “right thing” in their relationships with Romeo and

Juliet? Please include evidence from the text to support your answer. Your paper

must be 1 1/2 – 2 pages long.

H. Essay response: Discuss what you think the major theme of the play is. Please include

evidence from the text to support your answer. Your paper must be 1 1/2 – 2 pages

long.

a. Love

b. The individual versus society

c. Family

d. Violence and death

e. Youth

f. Destiny and fate

I. Create a portrait of Romeo or Juliet. You may use whatever medium you would like. You

must incorporate 5 symbols or items that represent or relate to the character in your

portrait. You must include 2 quotes from your character and put it somewhere in the

portrait. You must also include a typed document explaining each symbol and why

you chose it (2-3 sentences per symbol), as well as an analysis of each quote (2-3

sentences per quote, not including the quote).

J. Create a movie poster for Romeo and Juliet. You may use whatever medium you would

like. The poster must be original and purposeful. For example, do not put something

on the movie poster that has nothing to do with the play or has no meaning to it. You

must include the names of 5 current actors on your poster that would play 5 of the

characters in the play (2 actors must play Romeo and Juliet). There must be a quote

on the movie poster. Choose a quote from the play that is the essence of the play; a

quote that captures the play as a whole. In a typed document you must explain why

you designed the movie poster the way you did (3-5 sentences), which character each
 actor will play and why (2-3 sentences per actor), and an analysis of the quote you

chose and why it is fitting for the poster (2-3 sentences, not including the quote).

Tips for when you are writing:

 Write complete and proper sentences. No run-ons or sentence fragments.

 CAPITALIZE!!!!!!! Capitalize the beginning of sentences and proper nouns (first and

last names and places).

 Check your spelling. It is Capulet, not Capulot. It is Mercutio not Mercurio.

 If the project you chose is requiring you to use evidence from the text to support your

answer, then that means you need to include quotes. An effective way to use a quote in

your paper is by making a claim, using a quote to support that claim, then analyze that

quote to show how it supports your claim. DO NOT PLOP A QUOTE IN THERE

WITHOUT AN EXPLANTATION.

 You must cite your quote (This is for the essay responses only).

o “Tut, I have lost myself; I am not here; / This is not Romeo, he’s some other

where” (Romeo and Juliet 1.1 pg. 7).

 Typically it would be (Name of Play Act #.Scene # line #) but our books

do not have line numbers, so page numbers will suffice.

 No contractions. What are contractions? Can’t, you’re, we’re, they’re, it’s, don’t. Do not

use those. Use cannot, you are, we are, etc.

 Essay responses must follow MLA format. 12 pt. Times New Roman font, double

spaced, page numbers, MLA heading, and a title.


Advanced
PREPAREDNESS Project is on time and
completed.
(10 pts. possible)
(10 pts.)
CONTENT The project follows the
prompt and contains ideas
(20 pts. possible) that are fresh, original,
inventive, and based upon
logical conclusions and
accurate reading
comprehension.
(16-20 pts.)
CREATIVITY The project shows
significant evidence of
(10 pts. possible) originality and reflects
unique or inventive
thinking tying visual or
written elements of the
project to underlying
themes/ plot/ characters/
setting.
(10-8 pts.)
CONVENTIONS Zero to two errors with
grammar, spelling, and
(10 pts. possible) mechanics (and MLA
format if you are writing
an essay).
(8-10 pts.)
APPEARANCE, The project is beautifully
MATERIALS, done. It is polished and
WORKMANSHIP, organized. There is a
significant amount of detail
AND and is clear that thought
ORGANIZATION and effort was put into it.
(10 pts. possible) (10 pts.)
Name and project chosen:
Comments:
PROJECT SCORING GUIDE
Proficient
Project is on time but
missing pieces or is one
day late.
(6-9 pts.)
The project follows the
prompt for the most part
and demonstrates a general
understanding of the play
with fairly original and
inventive ideas.
(11-15 pts.)
The project shows some
evidence of originality and
reflects creative use of
detail to communicate
significant elements of the
play.
(5-7 pts.)
Three to four errors with
grammar, spelling, and
mechanics (and MLA
format if you are writing
an essay).
(5-7 pts.)
The project is attractive
and fairly organized. It
demonstrates an adequate
amount of detail with some
evidence that thought and
effort was put into it.
(6-9 pts.)
Average
Project is two-four days
late. (3-5 pts.)
The project hardly
follows the prompt at all
and is basically a
summary of the plot.
There is no evidence of
new thought,
inventiveness, or insight.
(6-10 pts.)
The project shows
inadequate evidence of
originality and reflects a
poor creative use of detail
to communicate
significant elements of the
play.
(2-4 pts.)
Five to six errors with
grammar, spelling, and
mechanics (and MLA
format if you are writing
an essay).
(3-4 pts.)
The project’s appearance
is average. There is
evidence of some
planning and thought but
inadequate details and
effort.
(3-5 pts.)
Total points:
Below Average
Project is four or more days
late. (0-2 pts.)
The project does not follow
the prompt at all and shows
little to no understanding of
the requirements/play.
(0-5 pts.)
The project does not show
any evidence of originality
and does not reflect any
creative use of detail to
communicate significant
elements of the play.
(0-1 pts.)
More than six errors with
grammar, spelling, and
mechanics (and MLA
format if you are writing an
essay).
(0-2 pts.)
The project appears
constructed without
adequate planning and
attention to detail. There is a
lack of effort that is not
suitable for the project.
(0-2 pts.)
/60
 WEEKLY BLOCK PLAN

Name: Sari Knouse Dates: 11/7-11/10/22 Class Period or Subject: College

Prep English

Topic: Romeo and Juliet Grade Level: 9th Co-op initials with date:

Monday

PA Anchor/Standard or CC.1.3.9–10.C, CC.1.3.9–10.E, CC.1.3.9–10.F, CC.1.3.9–10.H

Eligible Content
Lesson Objectives Students will be able to express their thoughts and feelings on
the play.

Students will be able to demonstrate their comprehension of the

play through a final discussion on the play as a whole.

Sequence of activities Read the last scene of R&J and discuss final thoughts and
feelings on the play. Continue reviewing the final project
options and rubric.

Differentiation I will differentiate the process by stopping throughout the scene

as needed to explain or discuss something.

Assessment Informal discussion on the final scene of the play and the play as
a whole.

Tuesday

PA Anchor/Standard or CC.1.3.9–10.G
Eligible Content
Lesson Objectives Students will be able to identify how the movie is different or
similar from the written play.

Sequence of activities Watch the rest of the R&J movie and have students answer an
exit ticket asking them to list something that was different in the
 movie and something that was the same.

Differentiation I will differentiate the product by giving students an exit ticket

to answer after watching the movie

Assessment Exit ticket

Wednesday

PA Anchor/Standard or CC.1.3.9–10.C, CC.1.3.9–10.E, CC.1.3.9–10.F, CC.1.3.9–10.H,

Eligible Content CC.1.4.9–10.M, CC.1.4.9–10.S, CC.1.4.9–10.I, CC.1.4.9–10.F,
CC.1.4.9–10.G
Lesson Objectives Students will be able to complete a project to show their
understanding of Romeo and Juliet.

Sequence of activities Today will be an independent workday for their R&J final
project.

Differentiation I will differentiate the product by allowing students to pick the

project they want to do from a list of options.

Assessment Romeo and Juliet final project

Thursday

PA Anchor/Standard or CC.1.3.9–10.C, CC.1.3.9–10.E, CC.1.3.9–10.F, CC.1.3.9–10.H,

Eligible Content CC.1.4.9–10.M, CC.1.4.9–10.S, CC.1.4.9–10.I, CC.1.4.9–10.F,
CC.1.4.9–10.G

Lesson Objectives Students will be able to complete a project to show their

understanding of Romeo and Juliet.

Sequence of activities Today will be an independent workday for their R&J final
project.

Differentiation I will differentiate the product by allowing students to pick the

project they want to do from a list of options.

Assessment Romeo and Juliet final project

Friday No school- Veteran’s Day

 PA Anchor/Standard or
Eligible Content
Lesson Objectives

Sequence of activities

Differentiation

Assessment

Modification/Accommodation (Generalized across the week):

Individual modifications and accommodations will be made for IEP, 504, and struggling students when
working on the final project. Their project choice will be adapted as necessary.