UNIT PLAN RATIONALE
“Romeo and Juliet” is the first dramatic text typically taught to high school students in
ninth grade. It is usually the first exposure of Shakespeare students will receive. While exposure
to Shakespeare is valuable, this is not why I have chosen to focus on this text for my unit plan.
When students enter high school, they have (maybe unconsciously) embarked upon a
transitional time of their lives. They are being granted more freedoms and given more roles than
their previous middle school environment had provided. But, and I know this was true for myself
during this period, transitioning here is a time when students might be granted with more
freedoms than earlier, but they often desire more than they are given. Students want to have more
of a say in decisions being made that affect their lives (and, often, the lives around them as well),
and they are not always listened to. They are too young. They don’t have enough life experience.
They aren’t yet responsible enough.
I want to provide students with a text that has themes relatable to what they too may be
encountering. Where, hopefully, students are not engaged in a love affair between warring
families, they might desire to make more independent decisions despite what their families, or
friends, or even society might be guarding them against. The binding themes that encompass the
binding essential questions (given at the beginning of each lesson) for this unit include: having a
voice vs. being oppressed, knowing/guessing at right and wrong, independence vs. dependence,
and being a part of a society vs. standing apart from society. The way I have addressed each of
these concepts is to come up with individual (for each lesson) essential questions that fall in line
with these different themes. Some lessons address multiple themes while some address only one.
I’ve provided the themes here only, but the individual essential questions are provided at the start
of each lesson.
At the end of the unit plan, I want students to leave with not only an understanding of the
events and characters within the play, but with the knowledge that they are not alone in their
need for independence. I also want students to leave with feeling and knowing that what they
have to say is important. I have included within my lessons several activities that involve
discussions and group work—I want students to practice sharing ideas in a classroom where such
involvement is not only allowed, but is encouraged. “Romeo and Juliet” is a text that can be used
to exhibit several different lenses in regards to adolescence and understanding. It is appropriate
for this changing age group, and I feel my unit plan addresses my binding themes in a unique—
but still structured—manner.
Now, in regards to teaching “Romeo and Juliet,” I understand that it is near-impossible
(or, at the very least, strongly discouraged) to throw a group of ninth graders into reading such a
text without a background on Shakespeare and the language used within the play. So, I would
like to note that before my unit plan is implemented (my fifteen lessons), the students should
have already been introduced to such language. For approximately two weeks before my first
lesson begins, students should be learning the background behind the play and practicing
comprehension of Shakespearean English. They should be provided with a great deal of
scaffolding so that when they are officially introduced to the text, they are not completely caught
off-guard with attempting to dissect and understand it.
A final comment I would like to mention is that my unit plan involves the final
summative assessment to be in the form of a project. I provide students with the guidelines,
rubric, and even time to work on the project during the course of my lessons. But, the actual
project will be due/shared with the class after my unit plan’s three weeks are complete. My
fifteenth lesson involves small-group discussions centering on the play as a whole (and any final
discussion questions/comments/concerns students might have). Their homework for the weekend
is to complete their project. It will be due (and shared with their classmates) on Monday. Below,
I have provided my calendar that I followed in regards to my lessons, which might make it easier
to see how I have laid everything out. The blue indicates homework, the yellow indicates a
scene watched from the 1996 “Romeo and Juliet” film rendition, and the green indicates the
scenes from the play being read during the class period. My general activities are not
highlighted, but are indicated as well.
SUN MON TUES WED THURS FRI SAT
1 2 3 4 5 6 7 8
Writing prompt
Privilege walk
Follow-up exit ticket prompt
HW: Bring in NB & obtain “R&J” text
Set up NBs (worksheet with prompts)
Show ActI:I from 1996 movie 0:00-13:35
First NB prompt – scaffold
HW: Bring in “R&J” text
Act I:I-II scaffolded read-aloud
Introduce unit project (worksheets)
HW: NB work if unfinished
Act I:III
Character distinction activity (posters)
HW: NB work
Act I:IV-V
Add to character posters
Time to work on NBs
HW: NB work, bring NBs next class with answered prompt ready to discuss
9 10 11 12 13 14 15
Fishbowl discussion
HW: Act II:0-I, NB work
Act II:II
Section Activity
NB check
HW: NB work
Section presentations
Act II:II-IV
HW: NB work, Act II:III-IV if unfinished in class
(If unfinished: Act II:III-IV)
Project/catch-up day
HW: NB catch-up, Act II:V-VI
Act III:I-III
HW: NB work, bring NBs next class with answered prompt ready to discuss
16 17 18 19 20 21 22 Prompt
persuasion day
HW: NB work
Act III:IV-V,Act IV: I-II
HW: NB work, readings if unfinished in class
Act IV:III-V
If time, work on kids’ HW reading/NBs in class
HW: NB work, Act V: I-II
Act V:III
Finalize character posters (keep hanging up)
HW: finalize NBs, bring NBs next class ready to discuss questions from final prompt
Collect NBs
“R&J” small-group discussion activity
HW: projects due Monday
23 24 25 26 27 28 29 30 31
DAY ONE – UNIT PLAN
Essential Questions
What does it mean to be privileged? Can we determine how privileged we are? Is equality
possible in our society? Who is oppressed in the world around us? Why are they oppressed?
What does it mean to be oppressed?
Unit Goals
Students will be able to:
Reflect upon their personal perceptions of privilege/oppression in current society.
Follow spoken directions to participate in a “privilege walk.”
Evaluate the impact of having participated in a “privilege walk” (e.g. what was the importance of this walk?).
Standards Addressed
9.1f) Evaluate impact and purpose of presentation.
i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
Lesson Objectives/Goals
Students will:
Individually reflect and respond to a writing prompt related to their perception of privilege pre-“privilege walk.”
Participate in a “privilege walk” – they will follow directions and act according to their own personal responses.
Re-evaluate their perceptions of privilege/oppression and reflect upon their participation
in the “privilege walk” by adding to the initial writing prompt.
Materials/Technology Needed
-paper
-writing utensils
-Microsoft PowerPoint (or Microsoft Word)
-projector
Instructional Steps
Introduction/Hook: [Approximately 5-7 minutes]
1. [Guided instruction] Have students split up their paper in half (hamburger-style)—one
half should be labelled “Before” and one half should read “After.”
2. [Independent activity, guided instruction] Display and explain warm-up writing prompt
using PowerPoint (or Word)/projector: Do you think you are privileged in our current
society? Why?
a. The warm-up should be conducted under the “Below” heading on students’
papers.
Learning Activities
1. [Guided instruction, approximately 5-7 minutes] Explain “privilege walk.”
a. Talk through a couple of examples of phrases used for the walk (e.g. “Take a step
forward if you are a white male.”).
b. Explain to students that if they feel uncomfortable at any point and are unwilling
to answer any particular question, they do not need to take a step. (If any
student(s) uncomfortable with walk basis, they may sit out of activity. See
“Differentiation of Instruction” for activity to use for those sitting out of
“privilege walk.”)
2. [Guided instruction, approximately 2-3 minutes] Bring students outside (or into
gym/common area).
a. Set up students into large circle (teacher participates too—stands within circle as
well).
3. [Group activity, guided instruction, approximately 20-25 minutes] Lead students in
“privilege walk.”
a. Read each statement twice and allow students to take a step forward, backward, or
remain unmoved (see list of statements at end of plan).
b. After all statements have been read, have students look around to see where they
are in the circle in relation to classmates and teacher.
4. [Guided instruction, approximately 2 minutes] Bring students back to classroom.
5. [Independent activity, guided instruction, approximately 5-7 minutes] Display and
explain second prompt using PowerPoint (or Word)/projector: How do you feel about
where you were placed during the privilege walk activity? Did this activity surprise you?
Why?
a. This prompt should be written under the “After” heading on students’ papers.
b. Collect papers when students are finished.
6. [Guided instruction, approximately 2 minutes] Give brief introduction to “Romeo and
Juliet” in relation to activity.
a. Explain that the play represents two individuals who rebel against their positions
in society and what happens as a result. Explain that the play is a stark
commentary on oppression and figuratively being without a voice.
b. Remind students to bring in a copy of the play for Wednesday. Also remind
students to bring in a notebook for next class (tomorrow—Tuesday).
Differentiation of Instruction
This lesson should be accessible to most students. If students are not comfortable with
participating with the “privilege walk,” they will be instructed to come with the class and watch
the process. They should listen to the different statements, watch the students move/remain
unmoved, and imagine where they would fit into the circle if they were also taking steps. They
will respond to the ending writing prompt as though they participated in the “privilege walk.” If
students are unable to participate for other reasons, accommodations should be provided and
alternate assignments assigned.
Assessments/Rubrics
Students will turn in their “Before”/“After” writing prompts as an exit ticket that will be graded
for participation. If the students have responded to both prompts, they will be given full credit. If
students do not turn in their exit tickets or do not turn in completed prompts, they will not be
given credit for the assignment. Partial credit will not be awarded.
Materials/Worksheets Employed
Below is the list of statements asked for the “privilege walk”:
If you are a white male, take one step forward.
If you were born in the United States, take one step forward.
If English is your first language, take one step forward.
If you grew up in an urban setting, take one step backward.
If you feel good about how your identified culture is portrayed by the media, take one step forward.
If you studied the culture or the history of your ancestors in elementary school, take one
step forward.
If you have ever felt unsafe walking alone at night, take one step backward.
If you came from a supportive family environment, take one step forward.
If there have been times in your life when you skipped a meal because there was no food
in the house, take one step backward.
If there were more than 50 books in your house growing up, take one step forward.
If you were ever uncomfortable about a joke or statement you overheard related to your race, ethnicity, gender, appearance, or sexual orientation, but felt unsafe to confront the
situation, take one step backward.
If you ever had/currently have employees (e.g. maid, gardener, etc.) in your household,
take one step forward.
If you are encouraged by your parents to attend college, take one step forward.
If you lived in an area where you were able to play safely and unsupervised outside, take one step forward.
DAY TWO – UNIT PLAN
Essential Questions
What purpose does film serve? How do film and literature differ? How are predictions made?
Why are predictions important?
Unit Goals
Students will be able to:
Employ a reading strategy for “Romeo and Juliet.”
Practice making predictions about a text.
Standards Addressed
9.2a) Analyze and interpret special effects used in media messages including television, film, and
Internet.
b) Determine the purpose of the media message and its effect on the audience.
9.4m) Use reading strategies to monitor comprehension throughout the reading process.
9.6a) Generate, gather, and organize ideas for writing.
Lesson Objectives/Goals
Students will:
Set up notebooks based on a list of prompts related to particular scenes.
Watch Act I:I of Baz Luhrmann’s 1996 version of “Romeo and Juliet.”
Make predictions about Shakespeare’s play based on Act I:I as depicted in the film
rendition.
Materials/Technology Needed
-DVD of Baz Luhrmann’s 1996 version of “Romeo and Juliet”
-projector (hooked up to computer with DVD playing capabilities)
-class set of notebook prompt worksheets (one per student)
-Elmo projector
-loose-leaf paper
-tape
Instructional Steps
Introduction/Hook: [Approximately 2-3 minutes]
1. [Independent, unguided instruction] Display warm-up on projector for students: Please
pick up from front of classroom one worksheet and attach with tape to the inside cover of
your notebook (that you brought in for homework). For those who do not yet have a
notebook (which you should obtain for next class), along with the worksheet, pick up one
piece of loose-leaf paper.
Learning Activities
2. [Guided instruction, approximately [5-7] minutes] Explain notebook prompt reading
strategy.
a. Students will be using the prompt worksheets as a guide. One column lists the
readings (or for the first case, viewing) and the other column lists the prompt
students need to answer in their notebooks. There are directions at the top of the
worksheets, and there are open prompts for some readings. Students should
understand that for these open prompt days, they should still write questions,
comments, etc. about the readings.
3. [Guided instruction, approximately 2-3 minutes] Use the Elmo to instruct and show first-
hand labelling of notebook pages.
a. Pages should be labelled based on the scenes read for the particular days (e.g. the
first page of the notebook will say Act I:I (Film)).
4. [Guided instruction, approximately 1-2 minutes] Explain that the first prompt will be
written on the first page of the notebook under the heading “Act I:I (Film),” and that this
particular scene will be shown.
a. Students should be told to be thinking about how to answer the prompt while they
watch the film rendition. If they need to, they can take a couple notes at the top of
the notebook page.
5. [Guided instruction, approximately 14-15 minutes] Use DVD and projector to show Act
I:I of 1996 version of “Romeo and Juliet.”
6. [Independent, unguided instruction, approximately 15-20 minutes] Give students time to
work on their prompt for the day.
a. Because this is the first prompt, having this time in class is permitted in order for
students to clarify prompt requirements and ask questions regarding what is
required of them.
b. What is unfinished during this time should be assigned as homework.
7. [Guided instruction, approximately 10-30 seconds] Remind students to bring in a copy of
William Shakespeare’s play “Romeo and Juliet” tomorrow.
Differentiation of Instruction
For those who need accommodations in relation to the prompts, the length requirement may be
adjusted (e.g. half page of writing instead of one page). Scribes may be employed for those with
such accommodations. Any other accommodations that may arise may be put into place as
needed.
Assessments/Rubrics
There is no assessment to be employed during this class period. The notebook prompts will be
checked twice during the course of the unit. There will be one notebook check in approximately
one week, and they will be turned in at the end of the three weeks.
Materials/Worksheets Employed
DAY THREE – UNIT PLAN
Essential Questions
How do we express emotions? What does it mean to be a member of a family? How does
conflict come about? What can be the result of conflict? Can conflict be resolved?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Gain an introductory recognition of characters within a text
Standards Addressed
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act I:I-II
Answer reading comprehension questions while reading
Begin to familiarize oneself with characters in Act I:I-II using a character list
Understand the overall content and message in Act I:I-II
Materials/Technology Needed
-class set of final project worksheets (one per student)
-class set of final project rubric guideline worksheets (one per student)
-class set of “Romeo and Juliet” character lists (one per student)
-Elmo
-projector
-“Romeo and Juliet” text
Instructional Steps
Introduction/Hook: [Approximately 1-2 minutes]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Pick up one copy of the Character List at the front of the room. Then, open your copy of
“Romeo and Juliet” to Act I, Scene i.
Note: If you do not yet have a copy of the play, please obtain one for tomorrow (or speak
to me after class about borrowing one of my copies) and today find a partner to look over
his/her copy for class today.
Learning Activities
2. [Guided instruction, approximately 1-2 minutes] Display family tree worksheet on screen
using Elmo and briefly go over characters (e.g. “Romeo is a Montague, Juliet is a
Capulet…”).
a. Keep worksheet on screen during scaffolded reading.
3. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act I:I-II.
a. If students do not volunteer for all roles, teacher will read the other roles.
4. [Guided instruction, approximately 30-40 minutes] Read/scaffold Act I:I-II in “Romeo
and Juliet.”
a. Pause readings to ask comprehension questions (e.g. “What is Romeo implying
here?”) and clarify content that might be confusing to students (e.g. “What do you
think it meant to ‘bite your thumb’ at someone? Allow me to explain…”).
5. [Guided instruction, approximately 5-10 minutes] Pass out final project worksheets and
final project rubric guideline worksheets and discuss briefly what students will be doing.
(These should be passed out when there is five minutes left in class or when the class is
finished reading for the day. If reading is not finished, it should be assigned as
homework.)
a. Advise students to look over options and be thinking about what they want to
do/which scene(s) they might include in their project.
b. Also remind students that the rubric is an important resource—they should keep
all rubric guidelines in mind when they are creating their project.
6. [Unguided, independent instruction, any time left in class] Allow students any leftover
time to work on their notebook prompt that will otherwise be homework.
Differentiation of Instruction
I tried to cater this lesson plan so that accommodations are not needed for the majority of
students—it is a read-aloud, and only students who choose to volunteer are in charge of actually
reading the parts out loud. Accommodations may be provided in the case of the final project—
and these accommodations will depend on what the situation is. The length may be shortened, or
the project itself may be changed in some aspect. If any other accommodations do need to be
provided, this can be accomplished as the need arises.
Assessments/Rubrics
There is no assessment to be employed during this class period. The notebook prompts will be
checked twice during the course of the unit. There will be one notebook check in approximately
one week, and they will be turned in at the end of the three weeks. The rubric for the final project
is being provided. This will be used at the end of the unit as a summative assessment.
DAY FOUR – UNIT PLAN
Essential Questions
How do we stand out as individuals? What makes us unique? When is it important to remember
something? What is worth remembering?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Participate in a character distinction class activity o Differentiate between characters within a text
Standards Addressed
9.1i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
l) Assume shared responsibility for collaborative work.
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
e) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act I:III
Answer reading comprehension questions while reading
Understand the overall content and message in Act I:III
Use current and previous understandings from readings to participate in a character distinction activity
Materials/Technology Needed
-projector
-white construction paper
-colored utensils (e.g. markers, colored pencils, etc.)
-“Romeo and Juliet” text
-Elmo
Instructional Steps
Introduction/Hook: [Approximately 30 seconds -1 minute]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Take out your Character List worksheet (from last class) and open your copy of “Romeo
and Juliet” to Act I, Scene iii.
Note: If you still do not yet have a copy of the play, please obtain one for tomorrow (or
speak to me after class about borrowing one of my copies) and today find a partner to
look over his/her copy for class today.
Learning Activities
2. [Guided instruction, approximately 1 minute] Display copy of the Character List
worksheet on the front screen using the Elmo.
a. Explain to students that they should still be using their own worksheet to
remember who is who in the play, and that this will be important later in class
during an activity.
3. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act I:III.
a. If students do not volunteer for all roles, teacher will read the other roles.
4. [Guided instruction, approximately 10-15 minutes] Read/scaffold Act I:III in “Romeo
and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“How old is Juliet?” and “What has the Nurse done for Juliet during her life?”
Also be sure to clarify to students about what is occurring during this scene that
they might be confused (or actually expression confusion) about.
5. [Guided instruction, approximately 30 seconds] Explain to students that they will be
conducting an activity to help remember/recall characters in the play.
6. [Guided instruction, approximately 4-5 minutes] Display activity instructions on front
screen and go over instructions with class: There are so many characters in “Romeo and
Juliet” that it can be difficult to keep everyone straight. Your role: With one partner,
choose a character from the list below. You will create a poster illustrating the character
you chose. Along with an illustration of the character, you will need to provide facts
about the character beside its picture. Who is this? (Write the name BIG.) Why is this
character important? Is the character a Montague or a Capulet? How can we remember
this character easily? Answer all questions that might be important. When you have
chosen a partner and a character, tell me, so that I can make sure we don’t choose the
same characters.
a. This will involve allowing students to pair up, and then having students raise their
hands in order to claim particular characters they will be focusing on. (Teacher
should cross out names of characters as they are chosen—see character list under
“Materials/Worksheets Employed.”)
b. Remind students before they get started that they should write large enough for
their text to be seen if the poster is hanging on the wall.
c. Note: for Lady Capulet/Capulet and Lady Montague/Montague, students will
have to do both on the same poster (two in one—neither one should have a great
deal of information to put onto poster).
7. [Unguided, partner activity, approximately 15-20 minutes] Have students work on the
character distinction activity.
a. Tell students beforehand how much time they have to work on posters (the hope
here is that students will be completely finished when time is up).
8. [Guided, partner activity, approximately 8-10 minutes] Have students (very briefly)
show/explain their posters to class. Students should give posters to teacher when finished
with them.
a. Posters will be hung up by teacher when finished. This is an ongoing project, so if
something needs to be added to posters, they should be easily accessed (and easily
reattached to wall). There should also be extra room on wall for posters of other
characters that are introduced as readings continue.
9. [Guided activity, approximately 30 seconds] Remind students that they should be
completing their journal prompts according to the list of prompts they were given on
Tuesday (this is their homework). Tell them that their first notebook check will be next
Tuesday.
a. If any students were absent, have extra copies of the prompts (instruct students to
tape the prompts to the inner cover of their notebooks).
Differentiation of Instruction
I chose to make the character distinction activity one that takes place within partners so that if
there are students that need extra scaffolding or another person to help explain directions to
them, they will have this in the form of a classmate. I too will be walking around during this
portion of the class helping students who are confused, have questions, etc. The directions are
also given to the students in a couple of different forms. It is displayed on the screen while they
are working, and I go over the instructions with the class when I introduce it as well. The reading
at the beginning is scaffolded to ensure that students comprehend what is being read (and it is
read aloud and in a group for those who may struggle with reading on their own as well). If any
other accommodations need to be made, these may occur as the need arises.
Assessments/Rubrics
This is an informal formative assessment that is ungraded. The purpose of this activity (besides
aiding with the recognition of characters in the play) is to see that all students comprehend what
is being read in class. I am looking primarily at information provided on posters. If the character
is introduced along with his/her family (Montague or Capulet) and there are a few (2+)
identifying facts/features listed/displayed, then it will be clear to me that students are
understanding the content/characters in the play. If, for any particular reason, students have a
poster that has incorrect information, I aim to discover (and help students correct) the wrong
information before they go to explain the poster in front of the class.
Materials/Worksheets Employed For the character distinction activity, here is the list of characters the students can choose from
(these are the characters that they have been introduced to within the first three scenes of the
play): Sampson
Gregory
Balthasar
Abraham
Benvolio
Tybalt
Capulet, Lady Capulet
Prince
Montague, Lady Montague
Romeo
Paris
Nurse
Juliet
DAY FIVE – UNIT PLAN
Essential Questions
How do we stand out as individuals? What makes us unique? When is it important to remember
something? What is worth remembering? How do we know what is right and wrong? Does
society determine what is right and wrong for us?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Distinguish between characters within a text o As a continuation of last class.
Standards Addressed
9.1i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
l) Assume shared responsibility for collaborative work.
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
e) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act I:IV-V
Answer reading comprehension questions while reading
Understand the overall content and message in Act I:IV-V
Use current understandings from readings to add to character distinction posters
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
-colored utensils (e.g. markers, colored pencils, etc.)
Instructional Steps
Introduction/Hook: [Approximately 30 seconds-1 minute]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Take out your Character List worksheet (for your reference—you may also use the
posters we created last class for reference) and open your copy of “Romeo and Juliet” to
Act I, Scene iv.
Note: If you still do not yet have a copy of the play, please obtain one for tomorrow (or
speak to me after class about borrowing one of my copies) and today find a partner to
look over his/her copy for class today.
Learning Activities
2. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act I:IV-V.
a. If students do not volunteer for all roles, teacher will read the other roles.
3. [Guided instruction, approximately 25-30 minutes] Read/scaffold Act I:IV-V in “Romeo
and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“Who is Romeo still in love with?” and “Is it a bad thing that Romeo is falling in
love with Juliet? What’s ‘bad’ about it?” Also be sure to clarify to students about
what is occurring during this scene that they might be confused (or actually
expression confusion) about.
4. [Guided instruction, approximately 1 minute] Have students get back into the partners
they had during yesterday’s class. Hand out the posters from last class to each group
(ensure that these are not the same posters that the partners created—they should be given
someone else’s poster).
5. [Guided instruction, approximately 2-3 minutes] Explain to students that with their
partner, they will be adding at least one additional fact about the character to the poster
they have been given based on happenings in today’s scenes (if their character did not
come up in these two scenes, see if they can still add something to the poster based on
what they know from the first three scenes that the initial partnership did not include on
the poster).
a. Display these instructions using the projector on the front board: With your
partner from last class, add at least one additional fact about the character on the
poster you’ve been provided with based on what you now know about him/her
from today’s class reading. If your character did not appear in scenes iv or v, try
to add a detail that wasn’t included by the original creators of the poster (based
on the first three scenes).Turn in the poster up front when you are finished. If you
are finished early, work on your notebook prompt for next class. IMPORTANT:
Bring your notebook (and finished prompt for today’s scenes) in next class for
the class activity. This is vital for the class period. 6. [Unguided instruction, approximately 10-15 minutes] Allow students time to work on the
posters and then, if they finish early, time to work on their prompt.
a. Remind students at the end of class to bring in their notebooks and finished
prompt for next class. Tell them this is important and will be checked for a
completion grade.
Differentiation of Instruction
As conducted yesterday, today’s continuation of the character posters involves partners, so that if
there are students that need extra scaffolding or another person to help explain directions to
them, they will have this in the form of a classmate. I too will be walking around during this
portion of the class helping students who are confused, have questions, etc. The directions are
also given to the students in a couple of different forms. It is displayed on the screen while they
are working, and I go over the instructions with the class when I introduce it as well. The reading
at the beginning is scaffolded to ensure that students comprehend what is being read (and it is
read aloud and in a group for those who may struggle with reading on their own as well). If any
other accommodations need to be made, these may occur as the need arises.
Assessments/Rubrics
There is no assessment for this particular class. The notebook prompt for next class will be
checked (and this is explained to students in class today), but next class only that prompt will be
checked for completion—it is not a full notebook check day.
Materials/Worksheets Employed N/A
DAY SIX – UNIT PLAN
Essential Questions
Does society ever constrain us from doing what we want to do? How does society limit us? Are
rules important? What function do rules serve in society? Should we care about what others think
of us? Do we ever find ourselves judging individuals?
Unit Goals
Students will be able to:
Participate in a small discussion
Ask/answer questions based around a common theme
Standards Addressed
9.1c) Illustrate main ideas through anecdotes and examples.
d) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
j) Use a variety of strategies to listen actively.
Lesson Objectives/Goals
Students will:
Engage in a fishbowl discussion with classmates
Discuss questions and beliefs held by classmates
Act respectfully towards classmates within and outside of a fishbowl discussion
Materials/Technology Needed
-projector
-class set of Fishbowl discussion worksheets (one per student)
-hat filled with scraps of paper with discussion questions written on them
Instructional Steps
Before students come in, the class should be arranged in concentric circles. There should be a
clump of five desks together in the center of a larger circle consisting of the rest of the desks.
Introduction/Hook: [Approximately 5 minutes]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard): Take a seat
wherever you’d like. Pick up the worksheet at the front of the classroom and read it over
it quietly. While you read over it, I will be coming around to check your notebook prompt
from last night – please have your notebook open on your desk to last night’s prompt.
a. While students read over worksheets, teacher should check students’ notebooks to
make sure notebooks have been completed.
Learning Activities
2. [Guided instruction, approximately 5 minutes] Explain fishbowl discussion activity to
students.
a. Everyone in the class will have a chance in the middle, where there will be a
group of five students engaging in a discussion for approximately 8-10 minutes.
The four students in the discussion will be graded based on their participation (see
rubric under Materials/Worksheets Employed). Requirements of students should
be established (they are listed on the worksheet, but they should be reread).
b. The discussion itself will be based on the questions students answered in their
notebooks (the prompt checked during the warm-up) and students are allowed to
have their notebooks with them while they are discussing.
c. If the discussion becomes repetitive or students run out of things to talk about,
there is a hat filled with questions that students may pull and ask to continue the
discussion (see the full list of questions in the hat under Materials/Worksheets
Employed).
d. Students who are not in the present discussion must be respectful to their
classmates discussing. If they are talking/being a distraction, they will be docked
points from their own discussion.
e. Teacher should answer any questions students might have.
3. [Guided instruction, approximately 1 minute] Have students number themselves off to
determine their time in the discussion seats. (This will depend on the class size. For
instance, if there are twenty students, students should number themselves one to four—
those who are ones will be in the desks first, twos are second, etc.)
4. [Unguided, group discussion, approximately 30-35 minutes] Begin fishbowl discussion.
a. Time for fishbowl should be determined based on number of groups that need to
be in the center of the discussion. If there are four groups, they should be required
to stay in the discussion for eight minutes. If there are three groups, the time
should be increased to ten minutes.
b. Groups may have a desk added or taken away from it based on number of
students in the class (e.g. if there are 22 students in a class, two groups may have
an extra desk creating a circle of six desks in the center).
5. [Guided instruction, approximately 30 seconds-1 minute] Explain homework.
a. Students will be reading Act II:0-I (explain that this is short) and completing a
“FREE ENTRY” notebook prompt. They should bring their notebooks for the
notebook check next class.
Differentiation of Instruction
Because students were given the discussion question as a prompt for the weekend, they should
come to class with ideas ready to discuss. Also, the purpose of the hat full of discussion
questions is not only to aid with the discussion, but allows students who might not be
comfortable to discuss with classmates a free statement. If they would like to participate, but do
not know what to say or add to the discussion, they can choose a question from the hat, and
participate in this way. If additional accommodations need to be made for students, these should
be allowed and tweaked as the need arises.
Assessments/Rubrics
For the initial notebook check at the beginning of class, students will be given credit or no credit
for the prompt. If the prompt has been answered in full, they will be awarded credit. If a
notebook is not present or if the prompt has not been answered completely, they will not be
awarded credit. For the fishbowl discussion, the rubric is below:
5 4 3 2 1 Participation Participated at least
twice in fishbowl.
Participated once in
fishbowl. N/A N/A Refused to
participate in
fishbowl
discussion.
Listening Clearly listening to
classmates—
participation reflects
this (e.g. student
responds to another
student or adds to a
student’s statement).
Actively listening to
classmates, but speaks
off-topic once or
statement made is
completely unrelated
to previous students’
statement.
Actively listening to
classmates, but speaks
off-topic twice or two
statements made
completely unrelated
to previous students’
statement.
Does not seem to be
listening to students in
discussion. Speaks off-
topic on more than two
occasions.
Refused to
participate in
fishbowl
discussion.
Etiquette Did not interrupt/took
turns speaking,
refrained from talking
outside of circle, and
altogether treated
classmates with
respect.
Otherwise treated
classmates with
respect, but
interrupted/didn’t take
turns speaking/spoke
outside of circle once.
Otherwise treated
classmates with
respect, but
interrupted/didn’t take
turns speaking/spoke
outside of circle two-
three times.
Repeatedly
interrupted/refused to
take turns speaking,
spoke and caused
distractions outside of
circle, and did not treat
classmates with respect.
Refused to
participate in
discussion.
Materials/Worksheets Employed Questions for scrap papers in hat:
-Have we ever felt unable to express ourselves at school or at home? Why
-Define injustice in your own words. Do you all agree on the definition? Have you ever
experienced an injustice? Explain.
-Should we care about what others think of us? Why?
-Do we ever judge people for things they do in their lives? When do we find ourselves judging
them? What are they doing to make us judge them?
-Do we always agree with the actions of those around us?
-What happens when we break rules? Are we usually more or less likely to break them again?
Why?
-Who creates rules in society? Why are these rules created?
-What if our society did not have any rules?
-Do we have freedom of expression in our current society? If not, what are we forbidden to
express?
Fishbowl worksheet:
DAY SEVEN: UNIT PLAN
Essential Questions
Can language be fun? How are dialects construed? Do we all speak the same?
Unit Goals
Students will be able to:
Comprehend the content of a text
Collaborate with one or two classmates on a common goal
Standards Addressed
9.1i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
l) Assume shared responsibility for collaborative work.
9.3b) Use context, structure, and connotations to determine meanings of words and phrases.
9.4m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Understand the overall content and message in a passage from Act II:II
Collaborate in a group/partner activity to produce a single result
Materials/Technology Needed
-projector
-class set of Act II:II Section Activity worksheets (one per group)
-one of each section passage
Instructional Steps
Introduction/Hook: [Approximately 30 seconds]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Open your notebook to the first page of prompt responses—I will be conducting the
notebook check today!
Learning Activities
2. [Guided instruction, approximately 4-6 minutes] Pass out Act II:II Section Activity
Worksheet. Walk students through instructions for the class activity (instructions are also
on worksheet). Allow students to ask questions about activity as they arise. a. Students will be paired up (by teacher) and be looking at passages from Act II:II.
With this partner (threesomes will also exist for some groups), the text will be
translated from the original language of the play into language of the pair’s
choice. The manuscript will be rewritten in the “new” language onto the
worksheet which (if there is time during the present class), the pair will read to the
class.
i. The teacher should pair students together that will work well. Similarly,
low-performing students should be paired with higher-performing
students.
b. The passages are consecutive, so that when they are put in their correct order, the
students can present the entirety of Act II:II to the class in their language.
c. Students are not expected to act out the scene (if they don’t want to), but they will
be expected to stand in front of the class and read their newly-worded passage.
3. [Guided instruction, approximately 1-2 minutes] Pair up students for activity. Tell
students to move to sit beside their partners. Give each grouping one copy of its passage
(see passage sections under Materials/Worksheets Employed).
4. [Unguided, partner instruction, approximately 30-40 minutes] Allow students to work
with their partner (or threesome) on their passage/worksheet. (While students are
working, teacher should be conducting the notebook check (rubric under
Assessments/Rubrics). When notebook check is finished, teacher should circulate around
the room assisting students.)
5. [Guided instruction, approximately 1-2 minutes] Tell students that they will be presenting
their worksheets next class and that they do not need to complete Act II:II’s prompt until
after tomorrow’s class. Also tell students briefly what was noted about notebooks (e.g.
students have been doing a great job completing them, all students forgot to label the
act/scenes, etc.).
Differentiation of Instruction
The pairing of students for this activity should work to benefit the lower-performing students in
the class. Lower-performers should specifically be placed with higher-performing students. The
desired outcome of this pairing strategy would be that the higher-performers can help the lower-
performers understand the content in an enjoyable way. If I had placed two lower-performing
students in a pair, they might become frustrated or confused with the activity. If there are any
other accommodations necessary, they should be implemented as the need arises.
Assessments/Rubrics
Rubric for notebook check:
3 2 1
Response Length One full page is written for each
prompt.
Half a page is written for each
prompt (or only some pages
have full pages).
Prompt responses are less than a
half page long.
Completion All five prompts up to this point
are answered.
3-4 prompts answered. 0-2 prompts answered.
Relevant Responses correlate with
prompts (the NB prompts are
being followed).
3-4 responses correlate with
prompts.
0-2 responses correlate with
prompts.
Neatness Responses are legible and clearly
marked for which Act/Scene is
related to the prompt.
Responses are legible, but
Act/Scene is not marked.
Responses are illegible.
Materials/Worksheets Employed
Eight sections of play (each grouping receives a different section):
Passage worksheet:
DAY EIGHT: UNIT PLAN
Essential Questions
Can language be fun? How are dialects construed? Do we all speak the same? Can language
imply something without it being explicitly said? Can there be true love at first sight? How can
we tell what is wrong/right?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the message of sections from a text in order to comprehend the full message of the whole text
Understand the overall message within a single text
Standards Addressed
9.1d) Use grammatically correct language, including vocabulary appropriate to the topic,
audience, and purpose.
i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Understand the overall content and message from passages making up the entirety of Act II:II
Read aloud/read along to “Romeo and Juliet” Act II:III-IV
Answer reading comprehension questions while reading
Understand the overall content and message in Act II:III-IV
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
Instructional Steps
Introduction/Hook: [Approximately 2-3 minutes]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Take a seat next to your partner(s) you worked with last class. Take out your
“translation” and decide with your group who will be taking the different speech roles in
front of the class. I expect different people to read the different roles. Again, you do not
have to act this out—you just need to read it to the class.
Also take out your copy of “Romeo and Juliet” and open it to Act II, Scene ii.
Learning Activities
2. [Guided/unguided instruction, approximately 20-25 minutes] Have groups come up in
front of the class (one group at a time—in order from the sections from Act II:II) and
read their sections to the class. While their classmates are presenting, those in the
audience should follow along in their plays to see how the language differs (and see if
they can still match the translation to the original text).
a. After each section translation is read, teacher should briefly make sure that
students should understand what occurred in the passage if anything was unclear
(but, the point of having students provide translations is to make sure that all
students are able to understand the play in language that is familiar to them).
3. [Guided instruction, approximately 30 seconds-1 minute] Have students turn to Act II:III
in “Romeo and Juliet.”
4. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act II:III-IV.
a. If students do not volunteer for all roles, teacher will read the other roles.
5. [Guided instruction, approximately 15-20 minutes] Read/scaffold Act II:III-IV in
“Romeo and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“What does Friar Laurence think of Romeo’s abrupt new love interest?” and “Can
you find any examples of foreshadowing at the end of Scene iii? Why do you
think it’s foreshadowing?” Also be sure to clarify to students about what is
occurring during this scene that they might be confused (or actually expression
confusion) about.
b. This activity should take up the rest of class, and it is likely that the reading will
not be finished by the time class is over. Students do not have to finish the reading
for homework.
6. [Guided instruction, approximately 30 seconds-1 minute] Explain that students do not
have to finish the reading for homework—it will be finished during tomorrow’s class.
But, students should be working on their notebooks—they can complete the prompt
without having finished both scenes. Also tell students to bring their notebooks in for
next class—they will have time to work on them at the end of class.
Differentiation of Instruction
The presentation aspect of this class occurs in a group in order to benefit those students who may
be unable (or strongly unwilling) to read in front of a class. If they cannot participate, their group
members can read the parts for them. Also, the clarification between presentations is to ensure
that on top of hearing students read the sections in “familiar” language, students are still able to
comprehend what is being told (instead of focusing on the humorous aspects of the presentations
that may be present). Later, the scaffolded reading is oral, which serves to benefit those who may
have problems reading. Any other accommodations that may need to be made will be
implemented as the need arises.
Assessments/Rubrics
Presentation rubric:
3 2 1 Completion The passage presented to the class is
complete—it does not leave out any
character turns.
The passage presented to the class is
mostly complete—there are one or
two sections missing from the
passage, but the overall section
message is clear.
The passage presented to the class is
unfinished and/or disjointed. OR the
passage is not presented to the class.
Participation Group members take turns reading
for different characters in section.
One group member reads for multiple
characters (where there is another able
group member who is not reading
anything).
Group does not present to class.
Professionalism Group members speak clearly/loudly
(and know who is reading which
lines) and stand in front of classroom
while reading. Overall demeanor is
professional.
Group members do not follow one
aspect of professionalism (speaking
clearly/loudly, knowing which part is
whose, and standing in front of
classroom).
Group members do not act
professionally and do not follow
multiple aspects of professionalism.
OR group does not present to class.
Materials/Worksheets Employed N/A
DAY NINE: UNIT PLAN
Essential Questions
Can language imply something without it being explicitly said? Can there be true love at first
sight? How can we tell what is wrong/right?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Catch up with homework/work on unit project.
Standards Addressed
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act II:III-IV
Answer reading comprehension questions while reading
Understand the overall content and message in Act II:III-IV
Conduct “catch-up” work
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
-legal-size cardstock
Instructional Steps
Introduction/Hook: [Approximately 30 seconds]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Open your copy of “Romeo and Juliet” to where we left off last class—most likely Act II,
Scene iv.
Learning Activities
2. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act II:III-IV. (This may potentially just be for Act II:IV, based on
how far finished last class.)
a. If students do not volunteer for all roles, teacher will read the other roles.
3. [Guided instruction, approximately 10-20 minutes] Read/scaffold Act II:III-IV in
“Romeo and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“What does Friar Laurence think of Romeo’s abrupt new love interest?” and “Can
you find any examples of foreshadowing at the end of Scene iii? Why do you
think it’s foreshadowing?” Also be sure to clarify to students about what is
occurring during this scene that they might be confused (or actually expression
confusion) about.
4. [Guided instruction, approximately 1-2 minutes] Explain instructions for rest of class
period.
a. Students will be given the rest of class to catch up, work on their unit projects, or
to work on homework for next class. Homework for next class should be
projected in the front of the room (or written on the whiteboard): Read Act II,
Scenes v-vi and complete the corresponding notebook prompt (FREE ENTRY).
b. Remind students that this catch-up time will probably not happen again, so all
students need to be working. If they are not working, begin to read the next
section (Act II:V-VI) as a class—students clearly have showed that they are
unable to take advantage of time provided of them.
5. [Unguided, independent activity, approximately 25-30 minutes] Allow students to work
for the rest of class on what they need to based on the directions given.
a. Place cardstock at front of classroom (explain to class that this is for the unit
project if any students are working on this).
b. Teacher should be circulating, answering student questions, etc. during this time.
Differentiation of Instruction
The reading at the beginning of class is scaffolded and read out loud to benefit individuals who
struggle with reading and comprehension. During the unguided independent work time, those
who need scaffolding with which tasks to complete should be aided by the teacher, and
monitored to ensure that work is conducted. If other accommodations are needed for students,
these should be implemented as the need arises.
Assessments/Rubrics
N/A
Materials/Worksheets Employed N/A
DAY TEN: UNIT PLAN
Essential Questions
What does arguing accomplish? Why do we fight? Can conflicts be solved from fighting? How
do we stand out as individuals? What makes us unique? When is it important to remember
something? What is worth remembering?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Participate in a character distinction class activity
o Differentiate between characters within a text
Standards Addressed
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
e) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act III:I-III
Answer reading comprehension questions while reading
Understand the overall content and message in Act III:I-III
Use current and previous understandings from readings to participate in a character
distinction activity
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
-white construction paper
-colored utensils (colored pencils, markers, etc.)
Instructional Steps
Introduction/Hook: [Approximately 30 seconds]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Open your copy of “Romeo and Juliet” to Act III, Scene i.
Learning Activities
2. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act III:I-III. a. If students do not volunteer for all roles, teacher will read the other roles.
3. [Guided instruction, approximately 30-40 minutes] Read/scaffold Act III:I-III in “Romeo
and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“Why doesn’t Romeo want to fight with Tybalt?” and “Despite Romeo’s desire to
avoid conflict, what has happened? What did Romeo specifically do to avenge
Mercutio’s death?” Also be sure to clarify to students about what is occurring
during this scene that they might be confused (or actually expression confusion)
about.
4. [Guided instruction, approximately 2-3 minutes] Explain what students will be doing for
the remainder of class. Have students pair up with a partner (or, if necessary, pair the
students up).
a. Students will be adding to the character distinction posters with their partners.
Only three characters have been introduced that the students did not make posters
for (Mercutio, Peter, and Friar Laurence), but there still needs to be additional
details added to the already-established posters.
b. Hand out posters that need extra details to partnerships (some groups may be
given more than one poster to work on). Three partnerships should be assigned to
work on the posters for the three new characters.
c. Tell students that they have approximately ten minutes to work—and they need to
finish their work by the end of the period.
5. [Unguided, partner activity, approximately 10-15 minutes] Allow students to work on
character distinction posters.
a. After class is finished, teacher should put posters back on walls.
6. [Guided instruction, approximately 30 seconds-1 minute] Explain homework to class.
a. Students should complete the notebook prompt for Act III, Scene iii and bring it
to class. Tell students that their completing and bringing in their response is
important to the class activity on Monday.
Differentiation of Instruction
The reading is scaffolded and read out loud to benefit individuals who struggle with reading and
comprehension. The character activity is conducted through partners who can assist each other
(or the teacher can come and help if need be). If needed, the teacher also has the option to choose
partners for students and put together those he/she believes will work best together. If other
accommodations are needed, they may be implemented as the need arises.
Assessments/Rubrics
N/A
Materials/Worksheets Employed Three characters added to character posters:
Mercutio
Peter
Friar Laurence
DAY ELEVEN: UNIT PLAN
Essential Questions
Should we always help others in need? What constitutes as “right” and “wrong”? How are
opinions formed? Are we easily influenced by others?
Unit Goals
Students will be able to:
Formulate opinions on textual content
Use a text to back up subjective views on text content
Reevaluate opinions on textual content based on classmates’ own views/evidence
Standards Addressed
9.1b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
f) Evaluate impact and purpose of presentation.
i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
k) Summarize and evaluate information presented orally by others.
l) Assume shared responsibility for collaborative work.
9.4l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support
reading comprehension.
Lesson Objectives/Goals
Students will:
Establish opinions based on a question posed in class
Back up said opinions using textual evidence
Reevaluate original opinions based on evidence provided by classmates
Materials/Technology Needed
-projector
-three signs (“YES,” “YES AND NO,” and “NO”)
-“Romeo and Juliet” text
-class set of exit ticket worksheets (one per student)
Instructional Steps Before students come in, teacher should put up three signs in classroom (each on a different
wall): “YES,” “YES AND NO,” and “NO.”
Introduction/Hook: [Approximately 30 seconds-1 minute]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard):
Open your notebook to Act III, Scene i-iii’s prompt (this is the prompt you were assigned
to do after last class—it is important to today’s activity). Have your plays ready.
Learning Activities
2. [Guided instruction, approximately 1-2 minutes] Tell students to make a decision based
on the prompt: they need to decide if YES, the Nurse and Friar Laurence should be
helping Romeo and Juliet, YES AND NO (“YES, but…” or “NO, but...” beliefs), or NO,
the Nurse and Friar Laurence should not be helping Romeo and Juliet.
a. If students are undecided/on the fence, they should be placed in the YES AND
NO category.
3. [Guided instruction, approximately 10-15 seconds] Have students clump themselves
beside the sign that they most identify with.
a. The “YES” sign, “YES AND NO” sign, or the “NO” sign.
4. [Guided instruction, approximately 1-2 minutes] Explain first part of activity to students.
a. Students will be working with those at their sign to formulate (write on a scrap
piece of paper) three reasons as to why they have placed them at this particular
sign. They need their reasons to be persuasive—they will be attempting to
persuade the other groups that their sign is the best sign. Their reasons should
include evidence from the text. They will allocate a spokesperson to read the
reasons when they are finished.
5. [Unguided, group activity, approximately 10-13 minutes] Allow students to formulate
their three points and allocate a spokesperson. Tell students that they are only being given
ten minutes, so they need to work rapidly.
6. [Guided instruction, approximately 1-2 minutes] Explain second part of activity to
students.
a. Students will have their spokesperson read their three points. Everyone in the
room will be listening to the different groups and will decide whether or not their
opinions have shifted after listening to the different points made. At the end of the
activity, students will move to stand at the sign they now (or still) identify with.
7. [Guided instruction, approximately 5-6 minutes] Guide students in conducting second
part of activity.
a. Give students 30 seconds-1 minute to make their own executive decision as to
whether or not they should move places.
8. [Guided instruction, approximately 30 seconds] Have students go back to their seats after
they have established their new (or same) sign allegiance.
9. [Unguided instruction, approximately 15-20 minutes] Give students exit ticket worksheet
and have them individually complete and turn in when they are walking out the door.
a. This activity should end the class period, and should allow enough time for all
students. If, for some reason, students do not finish exit ticket, they should turn it
in nonetheless.
10. [Guided instruction, approximately 30 seconds-1 minute] Explain homework.
a. Students should be working on their final project (or coming up with more
definite ideas for it) and they should be catching up on notebook prompts if they
are falling behind.
Differentiation of Instruction
Today’s activity is conducted in groups. Students will be working with their peers—they are not
alone in having to think on their feet. Also, students should have already answered the writing
prompt from last class’ readings—they should already have most of their points in this prompt,
and are allowed to look at their notebooks for help with coming up with points in class. If, for
some reason, a student is alone at a sign, the teacher can work with the student to come up with
points. The exit ticket at the end is provided in worksheet form—students will have the exact
questions they need to answer. And, their prompt/points in class will help to determine their
answers to the exit ticket. If any student is struggling with the exit ticket, the teacher should be
walking around and answering questions/scaffolding what needs to be conducted for students
who need extra assistance. Also, if the teacher knows beforehand that the exit ticket will be too
difficult for any particular student, the ticket worksheet may be modified (or the student may just
tell the teacher orally the answers to the worksheet). If any other accommodations are needed,
they should be provided as the need arises.
Assessments/Rubrics
Rubric for exit ticket:
3 2 1
Completion Worksheet is completed fully—
full sentences are used and the
second part has a full paragraph.
Worksheet is partially completed
(most of answers are complete
sentences, but some parts do not
have complete sentences or
incorrect paragraph format).
Worksheet is incomplete.
Supporting
details/quotes
Paragraph has strong supporting
details and/or quotes for each of
the three reasons being
explained.
Paragraph has supporting details
and/or quotes for one-two of the
reasons being explained.
Paragraph does not have any
supporting details and/or
quotes included.
Materials/Worksheets Employed Exit ticket worksheet:
DAY TWELVE: UNIT PLAN
Essential Questions
Do we make our own decisions? How do others influence our decisions? Who can we trust?
Who do we choose to trust?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Standards Addressed
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act III:IV-V, Act IV:I-II
Answer reading comprehension questions while reading
Understand the overall content and message in Act III:IV-V, Act IV:I-II
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
Instructional Steps
Introduction/Hook: [Approximately 30 seconds-1 minute]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard): Open your
copy of “Romeo and Juliet” to Act III, Scene iv.
Learning Activities
2. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act III:IV-V and Act IV:I-II.
a. If students do not volunteer for all roles, teacher will read the other roles.
3. [Guided instruction, approximately 45-48 minutes] Read/scaffold Act III:IV-V, Act IV:I-
II in “Romeo and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“Juliet is supposed to marry Paris when? How soon is this?” and “Why is the
Nurse no longer helping Juliet?” Also be sure to clarify to students about what is
occurring during this scene that they might be confused (or actually expression
confusion) about.
4. [Guided instruction, approximately 30 seconds-1 minute] Explain homework.
a. Students should finish should finish the reading if it was not finished in class
today. They should also be working on their notebook prompts. Remind them that
there are two prompts that should be answered from today’s reading. But, tell
students that they will also have a small amount of time next class to catch up
with notebook entries.
Differentiation of Instruction
The reading of the scenes is scaffolded to ensure that students understand the content. The
scaffolding should also aid with moments of confusion related to the language and situations
being expressed. Today’s class covers a great deal of content, but most of the reading should be
conducted in class—this will help with students who do not work well with conducting readings
on his/her own. Also, the readings today are all conducted orally. This should also be beneficial
to students who struggle with comprehension. The teacher should take the role of reading if
students do not volunteer—students should not be told without warning that they are to read (in
case students struggle with reading out loud or have anxiety related to such). If other
accommodations are necessary, they should be implemented as the need arises.
Assessments/Rubrics
N/A
Materials/Worksheets Employed N/A
DAY THIRTEEN: UNIT PLAN
Essential Questions
Why do we make plans? Why do people lie?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Standards Addressed
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act IV:III-V
Answer reading comprehension questions while reading
Understand the overall content and message in Act IV:III-V
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
Instructional Steps
Introduction/Hook: [Approximately 30 seconds-1 minute]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard): Open your
copy of “Romeo and Juliet” to Act IV, Scene iii.
Learning Activities
2. [Guided instruction, approximately 5-8 minutes] Have students volunteer to briefly
explain what happened in the scenes that were finished for homework (that the class
didn’t get to yesterday).
a. Teacher should fill in the blanks to students’ responses (this is to help those who
did not do the reading for one reason or another).
3. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act IV:III-V.
a. If students do not volunteer for all roles, teacher will read the other roles.
4. [Guided instruction, approximately 30-35 minutes] Read/scaffold Act IV:III-V in
“Romeo and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“What has Juliet just done? What is her plan?” and “Is the Nurse acting? Or is she
really unaware of Juliet’s plan?” Also be sure to clarify to students about what is
occurring during this scene that they might be confused (or actually expression
confusion) about.
5. [Unguided, independent work, approximately 10-15 minutes] Give students time to work
quietly on their notebook prompts and/or work on their homework reading (Act V:I-II).
a. This activity should last to the end of the class period. The purpose for giving
students this time is to ensure that they are keeping up with their notebooks and
readings. Because last class involved much more work, this time to work will be
essential to several (if not all) students. During this time, students may need to
work on past prompts that they have not yet completed.
b. If students are unproductive during this time period, teacher may begin a full-
class scaffolded reading of Act V:I-II.
6. [Guided instruction, approximately 30 seconds-1 minute] Explain homework.
a. This should also be written on the board, and the reading was explained for the
last instructional step, but students will be reading Act V:I-II for next class and
should continue to work on their notebook prompts. Notebooks will be officially
due on Friday.
Differentiation of Instruction
The reading of the scenes is scaffolded to ensure that students understand the content. The
scaffolding should also aid with moments of confusion related to the language and situations
being expressed. Also, the readings today are all conducted orally. This should also be beneficial
to students who struggle with comprehension. The teacher should take the role of reading if
students do not volunteer—students should not be told without warning that they are to read (in
case students struggle with reading out loud or have anxiety related to such). The time at the end
of class when students are able to get ahead on work is also a prime time for the teacher to assist
with students who might need more scaffolding/direction with their notebook prompts. If other
accommodations are necessary, they should be implemented as the need arises.
Assessments/Rubrics
N/A
Materials/Worksheets Employed N/A
DAY FOURTEEN: UNIT PLAN
Essential Questions
Does fate exist? Can we change our future outcomes?
Unit Goals
Students will be able to:
Participate in an oral reading/silently follow along with an oral reading
Comprehend the overall message within a text
Participate in a character distinction class activity
o Differentiate between characters within a text
Standards Addressed
9.4a) Identify author’s main idea and purpose.
b) Summarize text relating supporting details.
e) Explain the relationships between and among elements of literature: characters, plot, setting,
tone, point of view, and theme.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Read aloud/read along to “Romeo and Juliet” Act V:III
Answer reading comprehension questions while reading
Understand the overall content and message in Act V:III
Finalize character roles/impacts in the finishing of the character distinction class activity
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
-2 pieces white construction paper
-colored utensils (colored pencils, markers, etc.)
Instructional Steps
Introduction/Hook: [Approximately 30 seconds-1 minute]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard): Open your
copy of “Romeo and Juliet” to Act V, Scene iii.
Learning Activities
2. [Guided instruction, approximately 5-8 minutes] Have students volunteer to briefly
explain what happened in the scenes that were assigned for homework.
a. Teacher should fill in the blanks to students’ responses (this is to help those who
did not do the reading for one reason or another).
3. [Guided instruction, approximately 30 seconds] Have students volunteer to read for the
different characters for Act V:III.
a. If students do not volunteer for all roles, teacher will read the other roles.
4. [Guided instruction, approximately 20-30 minutes] Read/scaffold Act V:III in “Romeo
and Juliet.”
a. Ask reading comprehension questions during scaffolding. These might include
“What if Romeo had arrived a half an hour later? What may have happened
here?” and “What if Paris had arrived a half an hour later? But, what happened (or
did not happen) here because he arrived when he did?” Also be sure to clarify to
students about what is occurring during this scene that they might be confused (or
actually expression confusion) about.
5. [Guided instruction, approximately 2-3 minutes] Explain next activity.
a. Teacher will pick four students (two partnerships) to complete the task of creating
posters for the final two characters needing to be included (the Apothecary and
Friar John).
b. With the rest of the class, the teacher will quickly go through the posters on the
board. Together, the class will make suggestions for any additional details that
need to be added to finalize the posters (e.g. if a character has died, if a character
had an important moment that needs to be commented/written about on the
poster).The teacher will assign a scribe to write the class’ suggestions on the
posters.
c. When two students are finished with their posters, they should briefly explain to
class what they included on the poster (and class can make additional suggestions
if students need to add something).
6. [Guided/unguided instruction, approximately 10-12 minutes] Finalize character
distinction posters.
a. Teacher should hang up all posters when finished.
7. [Guided instruction, approximately 1-2 minutes] Explain homework.
a. This should all be written on the board, but students should finish notebooks.
They are due next class with all prompts completed. The prompt for tonight about
coming up with discussion questions is going to be used for next class.
b. Teacher should answer any final questions students may have during this time.
c. Teacher should congratulate students on finishing the play!
Differentiation of Instruction
The reading of the scenes is scaffolded to ensure that students understand the content. The
scaffolding should also aid with moments of confusion related to the language and situations
being expressed. Also, the reading today is conducted orally. This should also be beneficial to
students who struggle with comprehension. The teacher should take the role of reading if
students do not volunteer—students should not be told without warning that they are to read (in
case students struggle with reading out loud or have anxiety related to such). The finalizing of
the character distinction activity should also serve as an activity in reading comprehension. It is
to be conducted orally and as a group/partnership to also provide scaffolding for students. The
posters will remain in the classroom to serve as visual reminders to students of the different
characters and their roles/impacts in the play. The posters will not be taken down until the
presentations/unit is completed. If other accommodations are necessary, they should be
implemented as the need arises.
Assessments/Rubrics
N/A
Materials/Worksheets Employed N/A
DAY FIFTEEN: UNIT PLAN
Essential Questions
What makes something more important than something else? Why do we ask questions?
Unit Goals
Students will be able to:
Create discussion questions from a text
Participate in a small-group discussion
Standards Addressed
9.1i) Give and follow spoken directions to perform specific tasks, answer questions, or solve
problems.
9.4e) Explain the relationships between and among elements of literature: characters, plot,
setting tone, point of view, and theme.
l) Make predictions, inferences, draw conclusions, and connect prior knowledge to support
reading comprehension.
m) Use reading strategies to monitor comprehension throughout the reading process.
Lesson Objectives/Goals
Students will:
Produce discussion questions from the full text of “Romeo and Juliet”
Decide, as a group, which discussion questions they would like the class to address
Take part in small-group discussions
Participate (students will determine the need) in full-class discussion/comment-and-concern-sharing
Materials/Technology Needed
-projector
-“Romeo and Juliet” text
-colored utensils (colored pencils, markers, etc.)
-legal-size cardstock (for final project work)
Instructional Steps Before class, desks should be arranged into groups of four. There should be six desk clumps of
four desks each.
Introduction/Hook: [Approximately 3-5 minutes]
1. [Independent, unguided instruction] Allow students to complete the “warm-up,” which
should be projected in the front of the room (or written on the whiteboard): Open your
notebooks to the final prompt and take turns at your table reading one question from
your prompts that you’d personally like to have discussed. As a group, pick two of the
group’s questions that you all believe the class can benefit from discussing. Write these
two questions on a single piece of loose-leaf paper. When your questions have been
chosen and written down, please stack your notebooks against the front wall of the
classroom—I’ll try to have these graded for you by Monday!
Learning Activities
2. [Guided instruction, approximately 2-3 minutes] Explain class activity instructions.
a. Students will be passing their chosen questions to the table next to theirs (passing
clockwise). For five minutes, the table groups will discuss together at least one of
the questions on the paper. After five minutes is up, the papers will be passed
again. This should continue until papers have reached their original locations (and
then the table group will discuss their own question(s) from the paper).
3. [Unguided, small-group activity, approximately 30-32 minutes] Conduct mini-discussion
activity. Circulate around classroom while discussions are taking place.
a. If need be, teacher may jump into discussions that need scaffolding (e.g. reword
questions to help start discussions, add clarity to discussions, etc.).
4. [Guided instruction, approximately 10-15 minutes] Allow students to ask questions,
make comments/concerns, etc. about “Romeo and Juliet” as a whole.
a. These questions may come from the notebook discussion questions that students
still feel are unresolved/needing to be addressed, etc.
b. Students may also use this time to ask questions about their final project.
c. If still time left over in class, allow students to continue work on final projects.
5. [Guided instruction, approximately 30 seconds-1 minute] Explain homework.
a. Students’ final projects are due on Monday.
b. This should also be written on the board.
Differentiation of Instruction
The class activity should work to accommodate students who need scaffolding with the readings.
Having students work together to come up with questions will help students work as a team—
they are not individually being held accountable. Rather, they are being monitored by the teacher
to make sure that they are participating with their groups. If there are any students who are
uncomfortable/unable to discuss with peers, they may have the option of jotting down a response
to the question(s). If other accommodations are necessary, they should be implemented as the
need arises.
Assessments/Rubrics
Rubric for notebooks:
5 4 3 2 1
Completion All 14 prompts up to
this point are
answered and fill the
full page.
All prompts
answered, but 3-5 do
not fill the full page.
All prompts
answered, but
more than 5 do
not fill the full
page.
1-5 prompts left
unanswered.
More than 5 prompts
left unanswered.
Relevant Responses correlate
with prompts (the NB
prompts are being
followed).
10-13 responses
correlate with
prompts.
7-9 responses
correlate with
prompts.
3-6 responses
correlate with
prompts.
0-2 responses
correlate with
prompts.
Neatness Responses are legible
and clearly marked
for which Act/Scene
is related to the
prompt.
Responses are legible,
but Act/Scene is not
marked.
N/A N/A Responses are
illegible.
Materials/Worksheets Employed N/A
Final Reflection
“Wow, I didn’t know unit plans take so long,” Kristina reflected.
…Okay, that wasn’t my actual reflection—only part of it. While this unit plan did take a
great deal of time and effort, it has revealed to me more of what an actual teacher must do in
order to create a worthwhile unit for a class. Previously, my experience regarding lesson-
planning has involved creating single lessons that often fit into a broader unit. So, during these
times, someone had already created the unit, and I was just attempting to contribute a single
lesson to it. Creating the full unit here was eye-opening in the sense that I was able to see how
every lesson ties together in some way or another. The binding themes that I came up with were
the driving force behind the individual lessons, and actually having come up with these themes
aided me immensely with having everything make sense as a whole.
The first thing I did in order to prepare myself for the daunting task ahead of me was to
create the calendar I have included in my Unit Plan Rationale. Where this calendar was tweaked
several times as my lessons were being written, it served as a nice (semi-)firm foundation that I
continuously went back to. Writing down general activities on the calendar as well was
extremely beneficial. For me, one of the hardest aspects of writing these lessons has actually
been coming up with the activities themselves. I want the binding themes to be reflected in them,
but I also was constantly viewing myself as a student. I graduated high school less than four
years ago, and I still remember particular activities in my English classes that I loved—along
with activities that I wish I had never had to experience. With this being said, during the course
of my activity-creation, I tried to place myself as a student in my own classroom. I thought to
myself, “Would this be fun? And, Would I understand the content if my teacher taught me in this
way?” If the answer was “Yes!” to both questions, I went for it.
My favorite part of creating this unit plan was the constant thought running through my
mind of “I need to keep this for the future because a) I’m a genius and b) I can imagine myself
actually using this.” Where the first point is debatable, the second point I believe stands. Clearly,
I made the content in these lessons catered toward William Shakespeare’s “Romeo and Juliet,”
but many of the activities can be used for different texts. Their structures can be used. But, not
only can the activities be borrowed (from myself? Is this still considered borrowing?), but the
rubrics and assessment ideas can be as well. Of course, it is vital to tweak each aspect as it
relates to my own future classroom, students, and content, but as of right now, I already feel
more prepared to create my own future unit plans by having this one sitting in my back
pocket/saved meticulously on both my laptop and external hard drive.
Altogether, I am pleased with the final product of this unit plan. I am excited about the
activities, rubrics, etc. My only concern is that I may have missed something essential for each
lesson plan. I tried to include sub-points in my instructional steps along with additional
accommodations that may have to take place in my lesson that relate to the smaller details that
might be of concern/need to be addressed in the classroom. But, I also know that if I am
implementing these lessons—or, for that matter, if any teacher is implementing these lessons—in
a classroom, he/she/I may have to add additional steps or accommodations that I have not
included in my plan. This is an outline. It is detailed, but there is always room for more to add. I
attempted to address this fact as well in my lessons (for instance, I mentioned that for some days,
there might not be enough time to finish all of the activities—I also gave rough timing estimates
Top Related