Sumter 1

Dannielle Sumter
Professor Haddy
ENG 482
30 November 2015
ENG 482 Unit Template

Unit Rationale (Use sources to support your rationale

Freshman year of high school is easily one of the most important years within a students
life. The first year of high school is where everything changes; students are growing, becoming
their own persons, and are given more responsibility. In addition, they are to begin thinking
about their future so as to set up the correct path to get them where they want to go. Indeed, the
freshman year is a pivotal in a students life, so, it is important that teachers help foster students
growth and understanding.
In the world of literature, there is not better story to share with freshman than
Shakespeares Romeo and Juliet. Oftentimes, students have heard of or have read the play
before. However, when studying the play closely, students develop a deeper understanding of
what they play is really trying to say. They can relate to many aspects of the play, such as
rebelling against a parental figure, finding true love, or by simply having a strong relationship
with their family. Making connections to literature is a key to understanding. Jim Burke talks
about building upon background knowledge and experience as a key aspect of learning, he says,
If their knowledge, experience, culture, and interests have a place in the classroom, students
will feel they, too, can find a place within such a class and will engage with the questions the
class asks (47). Every student is unique, so it is important that the literature chosen to study is
something students can relate to.
In addition to appealing to students background experiences, it is important that literature

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studied helps develop students textual intelligence, meaning, students can understand and
develop ideas about what they are reading (Burke 142). In accordance with the common core
standards, text can and must take the form of many genres so as to expand students knowledge.
Being able to break down a text for its meaning, not matter what genre, will help prepare
students for continued learning in high school and college. By reading Shakespeare, students will
gain the resources needed to understand any Shakespearean work. When combined with other
genres of text, such as information text and videos, students will fully understand the world in
which Shakespeare is writing from. For many English teachers, it is their hope that students
explore a world that is bigger than themselves through reading and understanding literature.
Essential Questions
How does Shakespeare use language throughout the text to develop theme?
How is Shakespeare still relevant today? What are some examples of a modern day Romeo and
Juliet?
What is the authors purpose for writing Romeo and Juliet? What is the theme?
What are indicators of real love between teenagers, specifically in Romeo and Juliet?
What defines a relationship? Who determines if someone is in love or not?
How do choices affect consequences, i.e. relationships with family, friends, self, etc.?
Standards
Reading Literature:
(9-10.RL.1)- Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (9-10.RL.2)- Determine a central idea of a text and analyze 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. (9-10.RL.3)- Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot of develop the theme.
(9-10.RL.4) Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meaning; analyze the cumulative impact of specific word
choices on meaning and tone
(9-10.RL.5) Analyze how an authors choices concerning how to structure a text, order events
within, and manipulate time, create such effects as mystery, tension, or surprise.
Writing:
(9-10.W.1) - Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. (9-10.W.5) Develop and strengthen writing as needed by planning, revising, editing, rewriting,

Sumter 3
or trying an new approach, focusing on addressing what is most significant for a specific purpose
and audience (9-10.W.6) Use technology, including the internet, to produce, publish, and update individual
or shared writing projects, taking advantage of technologys capacity to link to other information
and to display information flexibly and dynamically.
Speaking and Listening:
(9-10.SL.4) Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task. (9-10.SL.5) Make strategic use of digital media in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
Objectives/Sub Objectives
Students will analyze explicitly what a text says by citing strong textual evidence to support a
claim.
Students will determine a central idea of Romeo and Juliet by reading and discussing the play.
Students will analyze characters of the play by writing a character study journal about a chosen
character in the play.
Students will understand Shakespeares language by determining the meaning of words and
phrases used in the text.
Students will analyze authors choice concerning structure to determine how it effects the plays
plot.
Students will analyze text, using valid reasoning and sufficient evidence, by writing arguments to
support their claims.
Students will develop and strengthen writing by planning, revising, editing, and rewriting their
multimedia/genre paper as needed.
Students will understand themes within Romeo and Juliet by creating a multimedia/genre paper.
Students will use technology by creating a multimedia/genre paper.
Students will present their information and findings by creating a multimedia/genre paper to
share with the class.
Students will use digital media in their presentations to enhance understanding by creating a
multimedia/genre paper.

Unit Calendar (4-6 Weeks)

Monday

Tuesday

Wednesday

Thursday

Friday

Poetry Terms
Review
Bright Star by
John Keats

Study Sonnet 18
Figurative
Language &
Theme

Intro to Romeo
and Juliet
Reaction
Statement

Shakespeares
Common
Language
Activity and

Introduce
Dialectical
Journals
Go Over

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Introduction to
Shakespeare:
Sonnet 18
Structure
Poetry Terms
Review

Activity
Class Discussion

Handouts

Example
Dialectical
Journal

Begin reading
Romeo and
Juliet
Prologue
Act 1 Scene 1
Dialectical
Journal

Read Romeo
and Juliet
Act 1 Scene 2
&3

Read Romeo
and Juliet
Act 1 Scene 4 &
5
Dialectical
Journal

Act 1 Quiz
Review and
Discuss

Introduce
Mulitgenre
Paper
What is a
genre? Activity
Review
Requirements
and Rubric

Read Romeo
and Juliet
Act 2 prologue
& Scene 1
Dialectical
Journal

Read Romeo
and Juliet
Act 2 Scene 2 &
3

Read Romeo
and Juliet
Act 2 Scene 4 &
5
Dialectical
Journal

Act 2 Quiz
Review and
Discuss

Foreshadowing
Activity Using
line 9 from Act 2
Scene 5
Create Character
Outlines

Read Romeo
and Juliet
Act 3 Scene 1
Dialectical
Journal

Read Romeo
and Juliet
Act 3 Scene 2 &
3

Read Romeo
and Juliet
Act 3 Scene 4 &
5
Dialectical
Journal

Act 3 Quiz
Review and
Discuss

Relationship
Discussion
Brainstorming
Activity for
Multigenre
Paper

Read Romeo
and Juliet
Act 4 Scene 1
Dialectical
Journal

Read Romeo
and Juliet
Act 4 Scene 2 &
3

Read Romeo
and Juliet
Act 4 Scene 4 &
5

Act 4 Quiz
Review and
Discuss

Communication
Activity
Create Modern
Communication
Between

Sumter 5
Characters
Share Excerpt
from YOLO
Juliet
Read Romeo
and Juliet
Act 5 Scene 1 &
2
Dialectical
Journal

Read Romeo
and Juliet Act 5
Scene 3
Closing
Discussion of
Play
Final Dialectical
Journal
Explain One
Line
Performance

Act 5 Quiz
Reaction
Statement
Activity
One Line
Performance
Game Heads
Up With Short
Writing activity

Watch the Film:

Romeo & Juliet
(2013)
In Class Time to
Work on
Multigenre
Paper

Watch the Film:

Romeo & Juliet
(2013)
In Class Time to
Work on
Multigenre
Paper

Finish Film(If
Needed): Romeo
& Juliet (2013)
Peer Review
Mulrigenre
Papers

Computer Lab
Day
Finish Final
Multigenre
Paper and
Presentation

Computer Lab
Day
Finish Final
Multigenre
Paper and
Presentation

Snapshot of
Multigenre
Presentation

Snapshot of
Multigenre
Presentation

Assessments Formative (Includes rubrics where needed - for each assignment)

Quizzes
One Quiz Per Act
If Necessary, specific scene quizzes can be added
20 points
Dialectical Journals
Minimum two per Act (*More may be added at the teachers discretion)
Will be collected, graded, and returned
20 points
Activity Worksheets
At least one Activity Worksheet per week
Will be checked for completion and points
10 points
Participation
Weekly Discussion about the Play
5 points per week

Sumter 6
Multigenre Paper
Final project
Will be work 150 points

Summative Assessment (scoring guide)

Overview: This assignment asks you to reflect upon your reading of Shakespeares play, Romeo
and Juliet. You will complete a character study that address 2 characters in the play and the
relationship they share, either with each other or with others in the play. For example, you can
discuss the relationship Romeo has with Rosaline at the beginning of the play as well as his
relationship with Juliet for the remainder of the play. Think about the theme of relationships,
such as, friendship, familial, or romantic. What defines a relationship? What is an indicator of
real love between two individuals?
To satisfy the requirements of this digital multi genre paper, you must:
Choose at least 8 (Maximum 12) pieces to showcase your ideas.
You must represent each event using a different genre (as a class, we will brainstorm
genre ideas). Remember, this paper is going to be a digital multi genre paper. That means
any kind of genre you want to add to your assignment must be added to the actual
assignment document (examples will be shown in class). For example, if you want to add
a photo, you will add your photo to the document with your explanation. Be creative.
For each piece, you must write a short explanation of why you chose to discuss each
character, relationship, or moment in the play. For example, think about why the
relationship between Romeo and Rosaline is important to the rest of the play.
Your pieces must reference the text. In addition, make sure to cite the work where
necessary.
Your multi genre paper must be at least 3 pages, no more than 8 pages, in length.
You must include a cover page and a table of contents. (These pages do not contribute to
your overall page count.)
In addition to your final product, you must turn in all drafts, including: brainstorming
sheets, rough drafts, notes from your peers, and a completed peer editing sheet.
You will create a snapshot of your multi genre paper to present to the class. This is a short
presentation (using any presentation form of your choice) of 4 key pieces you would like
to showcase from your paper. The snapshot presentation should only last for 6-8 minutes.
Standards:
(9-10.W.5) Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying an new approach, focusing on addressing what is most significant for a specific purpose
and audience (9-10.W.6) Use technology, including the internet, to produce, publish, and update individual
or shared writing projects, taking advantage of technologys capacity to link to other information
and to display information flexibly and dynamically.

Sumter 7
(9-10.SL.4) Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task. (9-10.SL.5) Make strategic use of digital media in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.

Guidelines:
Follow the guidelines of creative nonfiction, writing memoirs, and multi genre papers.
Include the use of characters, setting, dialogue, and transitions where necessary.
Remember, this piece is writing comes from your own life and experiences, so make sure
to explain your memories clearly. Something that may seem clear to might not be to
someone else. Think of the little details that add to your story.
Make sure to keep all drafts of your paper, this includes: ideas, notes, and rough drafts.
You will find that it is easier to revise and move forward when you see what needs to be
improved upon.
Use your completed dialectal journals to help guide your thinking and ideas.
Assessment:
Your multi genre paper will be graded using the rubric provided below. Each piece of your paper
will be worth 15 points each. Turning in the drafts of your paper is worth 10 points. The final
presentation of your multi genre paper will be worth 20 points.
Pieces:
Rubric
15Impressive! This piece is extremely informative and even challenges the reader to
think further about the content. You show original thinking and depth,
specificity
of detail, effective organization and effective word choice.
It all works well.
10.A good piece, your ideas are clear and you have provided evidence to make your
argument stronger. However, the piece can delve even further into the topic.
5..This piece is missing an original genre or lacks a clear explanation of why this
character, relationship, or moment was chosen.
0..The piece is missing.

Piece 1:

Comments:
_______/15

Piece 2:

Comments:
_______/15

Piece 3:

Comments:

Sumter 8

_______/15
Piece 4:

Comments:
_______/15

Piece 5:

Comments:
_______/15

Piece 6:

Comments:
_______/15

Piece 7:

Comments:
_______/15

Piece 8:

Comments:
_______/15

__________ Rough Drafts

10

All drafts were turn in, including: brainstorming sheets, notes from peers, peer
editing sheet and rough drafts

Only three of the required drafts were completed and turned in

Only two of the required drafts were completed and turned in

Only one of the required drafts were completed and turned in

No required drafts were completed and turned in

__________ Presentation
20

All four key moments were shared with the class within the allotted time limit

15

Only three key moments presented, time limit was reached. Presentation mostly
gave a fulfilling snapshot of multi genre paper

10

Only two key moments presented, time limit was considered. Presentation gave
an unfulfilling snapshot of multi genre paper

Only one key moment presented, failed to reach minimum time limit. Presentation
failed to give a proper snapshot of multi genre paper

No presentation shared with the class

Sumter 9
Total Score __________/150

Differentiation for diverse learners

For students that have difficulty reading aloud, an audio book can be provided. In addition,
students are also allowed to partner read, or read in small groups (one person for each character).
During class discussions, students that need help keeping notes will be provided with a guided
note taking sheet to help organize thoughts.

Background knowledge/student interest/real life application

To appeal to students background knowledge and experience, parts of the unit will directly relate
to what they know. For example, Toward the end of the play, students will need to create
communication within the play in a modern context, such as through a text message.
When introducing the unit, students will be given the opportunity to weigh in on some of the
themes within the play, such as if they believe in love at first sight. As a class, we will
readdress those themes after completing the play.
Works Cited/ Annotated Bibliography
Anderson. Reading Strategies Anticipation Guide. Novelinks. 2002.
< http://novelinks.org/pmwiki.php?n=Novels.RomeoAndJuliet>
The Reading Strategies taken from the anticipation guide were used to help create a pre
and a post test for the unit. The questions parallel topics that will be discussed in the play.
In addition, the questions will help the students engage with the topics of the text before
even reading it. When the students begin reading, they will already be familiar with some
of the ideas Shakespeare addresses.
Burke, Jim. The English Teachers Companion (4th Ed.). Heinemann, 2013.
Jim Burkes book was used in many ways to help shape the unit. Originally, the weekly
poem activity was going to be implemented into the entire unit; however, the activity will
only be used for one week in the unit. The same ideas still apply though; the students will
study the poem with a different focus

Sumter 10
Keats, John. "Bright Start" Poetry Foundation. Poetry Foundation. 30 Oct. 2015
<http://www.poetryfoundation.org/poem/173733>.
John Keats is a well-known English poet from the Romantic Era. His poetry has been
described as sensual imagery. His works is truly amazing. Keats poem Bright Start
will be used in this unit to teach students the Shakespearean sonnet. It is especially
important to use Keats poem that way students can see that other writers, besides
Shakepeare, can use the form in their writing for specific stylistic reasons.
Robinson, Randal. Unlocking Shakespeares Language: Help for the Teacher and Student.
Urbana, IL: National Council of Teachers of English, 1988.
Rand Robinsons work is important to this unit because it will help the students become
familiar with Shakespearean language. Robinsons book also shows the most commonly
used words in Shakespeares writing. By having this tool, the students will be able to
focus on the play and its theme without getting caught up in the words.
Romeo & Juliet. Dir. Carlo Carlei. Perf. Hailee Steinfeld and Douglass Booth. DVD. Twentieth
Century Fox, 2013.
The film adaptation of Romeo and Juliet is a great resource because it draws on the play
for its dialogue and storyline. There have been many adaptations of the play; however,
this film is a modern take on Shakespeares work that does not take away meaning from
the play. Being able to see the play in live action with help solidify understanding of the
plot for the students. All of Shakespeares was written with the hopes of being see, so
adding a film adaptation was crucial to the success of the unit.
Shakespeare, William. Romeo and Juliet. Simon & Schuster, 2011.
William Shakespeare is world renowned; his works continue to be studied long after his

Sumter 11
death simply because they are timeless. Romeo and Juliet is the perfect play to introduce
students to if they have not delved into the world of Shakespeare before. Oftentimes,
students have at least heard of Romeo and Juliet, some may have even read it. However,
with this unit, students will really begin to analyze and dig deeper into the plays themes
and meaning.
Shakespeare, William. "Sonnet 18: Shall I compare thee to a summer's day?" Poetry Foundation.
Poetry Foundation. 30 Oct. 2015 <http://www.poetryfoundation.org/poem/174354>.
Sonnet 18 is the perfect size poem to showcase the language students will encounter
while reading Romeo and Juliet. In addition, this poem was chosen for this unit so that
students can understand the Shakespearean sonnet. The goal is for the students to feel
comfortable with the language before delving into the work itself, that way they have a
better chance of comprehending what is taking place rather than getting lost in the
language.