Digital Unit Plan Template

Unit Title: Shakespeare’s Romeo & Juliet Happily Ever After? Name: Chelsea Harrinson
Content Area: English Language Arts Grade Level: 9-10
CA Content Standard(s)/Common Core Standard(s):
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including ow it emerges and shaped and refined by specific details;
provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop
the theme.

CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.

CCSS.ELA-Literacy.W.9-10.2
Write information/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and
analysis of content.

CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-in-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibility.

Big Ideas/Unit Goals:

Students will explore and develop their own responses to the following essential questions as they relate to William Shakespeare’s Romeo and Juliet:
  How does conflict occur?
 Why do individuals succumb to certain decisions?
 What are some factors that stimulate people’s reactions?

Unit Summary:

In this unit, students will be reading, collaborating with peers, and discussing playwright William Shakespeare’s Romeo and Juliet. Throughout this unit, we will focus on the
questions relating to character motivations and decision-making, and how their overarching mannerisms affect the story-line. Within small groups, students are to examine the play
and evaluate areas of conflict and turning points, and their relativity to plot. In addition, students will use their innovative skills to alter the story and recreate an illustrated comic of
their Romeo and Juliet “happily ever after.” The prospecting aims is for this unit is for students to encompass the impression of mindfulness. Students will be able to assess their
understanding of characters, conflict, and plot through a written response based on their extractions from Shakespeare’s design.

Assessment Plan:
Entry-Level:
 “Brainstorming Discussions” - IRL (In-Real-Life)
experiences: student’s will identify with familiar
scenarios and analyze counter-intuitive gestures for
new perspectives and outcomes. The goal is for
student’s to depict new situations following their
previous circumstances.
Formative:
Student’s will conduct (5) Formative Assessments
throughout the course of this unit:
1. “Reflection Journal” – journals provide
each student to “reflect” on specific elements
and topics within the text.
2. “Bookmark Reading” activity – permit
students to analyze the text and determine
areas for clarity. This activity can be
incorporated into classroom discussions, as
students inquire on areas they felt was
interesting and confusing, also share
vocabulary and illustrations they felt was
motivating. Even events within the reading
that “reminded” or was relatable, and are
given an opportunity to share.
3. “Webercise Activity” – an interactive
online instruction, which enables browsing
through various online sources to review
new and relevant information.
4. Concept Puzzle – “Puzzled with
Shakespeare” – a review to test the
student’s focus to characters and particular
terms that are necessary for the unit.
5. “Shakespeare’s Concept Wheel” activity –
a demonstration to analyze the significance
of characters within the play. The activity
will challenge the student’s capability to
examine precise situations and support with
textual evidence.
Summative:
The summative portion to the student assessment will be
constructed into two (2) parts:
1). “Romeo and Juliet Happily Ever After”
Comic Storyboard – group/presentation
assignment, to analyze and interpret character
motivations and trace their decisions to events
that occur within the storyline. Following from
our knowledge about plot structure, conflicts, and
character – students are to renovate the original
tragic ending into a “happily ever after.” As a
collaborative assignment, students will be paired
off into groups of three (3):
Storybird or StoryboardThat, create a 6
page digital comic strip/storybook
narrating a new version of the story.
2). Reading Response – a 3-5 page personal
written response. Examining the understanding of
conflict and response/ application to personal
experiences
Lesson 1 (Teacher Lecture)
Student Learning Objective:
 Student’s will develop an
understanding of character
motivation and analyze
how characters’ choices
affect the plot.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
 Determine a
Shakespearean tragedy.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
 Develop strategies to
change the decisions
characters make during the
turning points that will
affect the plot positively.
 Present their stories and
reflect on their activity to
identify insights about the
play.
Acceptable Evidence
(Assessments):
Based on the discussions,
students will obtain an
association to the topics
presented based on their own
prior knowledge. By
incorporating the “Guided
Notes” the students are able to
answer questions and respond
creatively by demonstrating
their interpretation of scenes.
Acceptable Evidence:
Student is provided an activity
that requires them to browse
through supported websites
and are expected to respond to
a series of questions based on
relevant material.
Acceptable Evidence:
By completing the diagram and
fulfilling at least 3 sentences
task of addressing how the
character influences the 6
basic concepts.
Lesson Activities:
Students will be introduced to the unit by conducting a “Brainstorm Discussion,” here students will express
experiences they have encountered. As a class, will depict the circumstances that resulted and in what they had
done (or would have) to resolve the situation.
As a class, the instructor will guide students through an orientation with the selected “Guided Notes” to recognize
William Shakespeare as an author, poet, and playwright. But to also examine the parts and stages of plot to help
understand the role of character motivation and the importance of conflict.
Lesson Activities:
Throughout the interactive “Webercise” Activity, student’s will work individually to identify characters,
Shakespeare’s perspectives on genre types, and determine the difference between a Shakespearean tragedy
versus comedy. After engaging themselves into the various links, students should be able to determine a
dramatic tragedy, and can recognize the development of character’s motivation.
Lesson Activities:
This lesson will be the enable students to synthesize the relationships between characters, the setting, and
whichever actions that were significant into pushing the plot forward. As provided in earlier lessons,
students obtain a full spectrum to the relations of character motivations and decisions and his/her
relevance to conflicts and turning points throughout the plot. The graphic organizer - “Shakespeare’s
Concept Wheel” is to challenge the students to provide meaningful responses as they analyze a character
and reflect on the 6 basic concepts: who, did what, when, where, why, and how. By using either the textbook
or suggested online resources, students can obtain textual evidence. This graphic organizer will be a useful
tool for their summative assessments.

Unit Resources:

1. Lecture Guided Notes: https://www.canva.com/design/DACybUYGY9A/PkxgrHkLkp-

TIEJuokBuOQ/view?utm_content=DACybUYGY9A&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
2. Bookmark Activity: https://www.scribd.com/presentation/376448677/5-Bookmark-Reading-Activity
3. Webercise Activity: https://www.scribd.com/document/374890199/Romeo-and-Juliet-Webercise
4. Graphic Organizer: https://www.canva.com/design/DAC0AlW8e_Q/-DD5Z-
ISE9ODp8OH1NcIJA/view?utm_content=DAC0AlW8e_Q&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton ,
 https://www.canva.com/design/DAC0BFzMhf0/c2R1k0cqOnysrPpIXEEi7Q/view?utm_content=DAC0BFzMhf0&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
5. Concept Puzzle:
https://www.canva.com/design/DAC02jJeo00/E3n6xQsIvFiFhQ5KkhWYWw/view?utm_content=DAC02jJeo00&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
6. Storybird: https://storybird.com/

Useful Websites:

1. Crash Course – Romeo & Juliet: https://youtu.be/I4kz-C7GryY , https://youtu.be/9J4hoAatGRQ

2. Pen and the Pad: https://penandthepad.com/measure-rhyme-meter-poem-6141957.html
3. Shakespeare-Online: http://www.shakespeare-online.com/
4. ThoughtCo.: https://www.thoughtco.com/
5. Shakespeare Resource Center: http://www.bardweb.net/index.html
6. myShakespeare (Romeo & Juliet): https://myshakespeare.com/
7. No Fear Shakespeare Romeo & Juliet: http://nfs.sparknotes.com/romeojuliet/
8. Shakespeare’s Words: http://www.shakespeareswords.com/
9. Speak the Speech: https://speak-the-speech.org/
10. Interactive Folio – Romeo and Juliet: http://www.canadianshakespeares.ca/folio/folio.html
11. Romeo & Juliet Quizlet:
12. StoryBoardThat: http://www.storyboardthat.com/
13. ReadWriteThink – Drama Map: http://www.readwritethink.org/files/resources/interactives/dramamap/
14. ReadWriteThink – Story Map: http://www.readwritethink.org/files/resources/interactives/storymap/
15. Grammarly: http://www.grammarly.com/
16. How to Quote Shakespeare: http://drmarkwomack.com/mla-style/how-to-quote/quote-shakespeare/
17. Write Well: https://writewellapp.com/example/literary-analysis