ELA 9 UNIT PLAN

Title of Unit Much Ado About Nothing & An Introduction to Grade Level ELA 9
Shakespeare
Curriculum Area(s) Time Frame
ELA 6 x 80 min lessons
Developed by
Cole Millions

IDENTIFY DESIRED RESULTS

Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

Since students will be analyzing a play, and a Shakespeare play at that, viewing and representing take centre stage in this unit. Reading the
script of a play only gives students a portion of what it will offer, since how a play is visually represented, and subsequently viewed and
received, is equally important. As such, this unit gives students a chance to view multiple version of the play (text, film), as well as represent
their understanding in multiple ways (written, through acting, and visually with technology). By focusing on viewing and representing, skills
will be developed that “allow students to understand the ways in which images and language may be used to convey ideas, values and beliefs”
(Alberta Education, 200, p.3).

Students will also be given the opportunity to work with a variety of texts throughout this unit. They will have opportunities to interact with
nonfiction texts, like a website that contains pertinent information about Shakespeare, his history, and the context in which he wrote he plays.
While a more basic, print version of the play will be looked at with teacher guidance, students will also be shown a film version, which is an
oral and visual representation. Lastly, students will be exposed to a technological text, Farcebook, that they will work with for their final
summative assessment. By using a variety of texts, this unit will ask students to use the skills from “all six language arts to compose,
comprehend, and respond to such texts” (Alberta Education, 2000, p.3)

Essential Question
What is the big, overarching question guiding your unit plan?

How do the relationships we keep reflect identity?

In general, Shakespeare can be daunting for students, so his play Much Ado About Nothing was chosen due to its lighter, comedic tone, as well
as its more easily identifiable themes. As this unit may also be the students’ first exposure to a full Shakespeare play, this question was created

Adapted from Wiggins, Grant & J. McTighe (1998)

to link the development of student identities and their connection to relationships (familial, friendly, romantic), to the relationships presented
in the play. To prevent students from being overwhelmed by the Shakespearean language and iambic pentameter (which will be introduced),
the more easily relatable theme of relationships and identity was chosen to guide students through the unit.
Unit Plan Outcomes
What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

1.1 Discover and Explore

Express ideas and develop understanding
 talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view
 extend understanding by taking different points of view when rereading and reflecting on oral, print and other media texts
Experiment with language and forms
 develop and extend understanding by expressing and responding to ideas on the same topic, in a variety of forms of oral, print and other media
texts
1.2 Clarify and Extend
Extend understanding
 assess whether new information extends understanding by considering diverse opinions and exploring ambiguities
2.1 Use Strategies and Cues
Use prior knowledge
 use previous reading experiences, personal experiences and prior knowledge as a basis for reflecting on and interpreting ideas encountered in
texts
Use comprehension strategies
 preview complex texts as to their intent, content and structure, and use this information to set a purpose and select strategies for reading
Use textual clues
 use knowledge of visual and textual cues and structural features when skimming and scanning various print and other media texts to locate
relevant information effectively and efficiently
 analyze and discuss how the structural features of informational materials, such as textbooks, bibliographies, databases, catalogues, web sites,
commercials and newscasts, enhance the effectiveness and efficiency of communication
Use phonics and structural analysis
 apply and explain effective procedures for identifying and comprehending words in context; adjust procedures according to the purpose for
reading and the complexity of the texts
2.2 Respond to Texts
Experience various texts
 identify and discuss how timeless themes are developed in a variety of oral, print and other media texts
 consider historical context when developing own points of view or interpretations of oral, print and other media texts
Construct meaning from texts
 analyze how the choices and motives of characters portrayed in oral, print and other media texts provide insight into those of self and others
Appreciate the artistry of text
 discuss character development in terms of consistency of behaviour and plausibility of change
 identify features that define particular oral, print and other media texts; discuss differences in style and their effects on content and audience
Adapted from Wiggins, Grant & J. McTighe (1998)
 impression
2.3 Understand Forms, Elements, and Techniques
Understand forms and genres
 explain the relationships between purposes and characteristics of various forms and genres of oral, print and other media texts
Experiment with language
 analyze creative uses of language and visuals in popular culture, such as advertisements, electronic magazines and the Internet; recognize how
imagery and figurative language, such as metaphor, create a dominant impression, mood and tone
2.4 Create Original Text
Elaborate on the expression of ideas
 create oral, print and other media texts on common literary themes
Structure texts
 create oral, print and other media texts that interrelate plot, setting and character, and reveal the significance of the action
 create oral, print and other media texts that include main and minor characters, and show how the main character develops and changes as a
result of the action and events
3.1 Plan and Focus
Determine information needs
 select types and sources of information to achieve an effective balance between researched information and own ideas
Use a variety of sources
 obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues,
periodical indices, film libraries, electronic databases and the Internet, when conducting research
3.3 Organize, Record and Evaluate
Organize information
 organize ideas and information by developing and selecting appropriate categories and organizational structures
 develop coherence by relating all key ideas to the overall purpose of the oral, print or other media text
Record information
 use own words to summarize and record information in a variety of forms; paraphrase and/or quote relevant facts and opinions; reference
sources
 select and record ideas and information that will support an opinion or point of view, appeal to the audience, and suit the tone and length of the
chosen form of oral, print or other media text
 choose specific vocabulary, and use conventions accurately and effectively to enhance credibility
Evaluate information
 evaluate usefulness, relevance and completeness of gathered information; address information gaps
3.4 Share and Review
Share ideas and information
 communicate ideas and information in a variety of oral, print and other media texts, such as media scripts, multimedia presentations, panel
discussions and articles
4.2 Attend to Conventions
Attend to grammar and usage
 use a variety of strategies to make effective transitions between sentences and paragraphs in own writing
Attend to spelling

Adapted from Wiggins, Grant & J. McTighe (1998)

  demonstrate the deliberate, conscientious and independent application of a variety of editing and proofreading strategies to confirm spellings in
own writing
Attend to capitalization and punctuation
 use quotation marks to distinguish words being discussed in own writing
 know that rules for punctuation can vary, and adjust punctuation use for effect in own writing
5.1 Respect Others and Strengthen Community
Use language to show respect
 create or use oral, print and other media texts in ways that are respectful of people, opinions, communities and cultures
5.2 Work within a Group
Work in groups
 share responsibility for the completion of team projects by establishing clear purpose and procedures for solving problems, monitoring progress
and making modifications to meet stated objectives

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

Much Ado About Nothing by William Shakespeare

- The original play, in text form. Students will be reading scenes along with the teacher, as well as using copies to act out scenes. Copies will be
provided for each student.

Much Ado About Nothing (1993) –Dir. Kenneth Brannaugh

- Students will be introduced to the play first through this movie version. Closed captioning will be used for ELL students and other students
who need accommodations.

Shakespeare-Online.com
- An online encyclopedia containing information about Shakespeare, his life, background information on his plays, the way he writes, and the
time in which he lived. Students will be using this site as their nonfiction source, referring to it in the first lesson and in the final summative
assessment if they choose.

Farcebook.us
- The website used for the summative performance assessment. Users can create profiles, similar to Facebook, for historical figures or fictional
characters. These profiles can be put into ‘class lists’ by the teachers, where the different figures or characters can then post statuses, send
friend requests to other characters, send messages to other characters, and more.

Computers
- Computers will be integrated throughout the entire unit and will be used to complete the summative performance assessment. Students will
use school computers, not personal computers, to work on during class.
Adapted from Wiggins, Grant & J. McTighe (1998)
Assistive Technologies
- Certain assistive technologies, such as speech-to-text software and voice over options will be prepared and made available for students who
need these accommodations.

UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

The summative assessment for this unit will allow students to work both
independently and with their classmates to show their learning. Students
will be tasked with creating a social media profile for one of the
characters in Much Ado About Nothing by using the website, Farcebook.us.
Students will fill out as much personal information as they can about their
character using evidence from the text and additional information
retrieved from Shakespeare-online.com (this website provides
information about the general population living in the Elizabethan Era).
As this unit’s main ideas revolve around identity and relationships,
students will be expected to send ‘friend requests’ to other characters
from their character. Students will be encouraged to live through their
character, and remember that not every character likes every character,
so simply being friends with everyone would not be true to their
character’s identity.
What is the summative performance assessment for the unit?
Students will also be expected to have at least two, 10 message long
‘private message’ with two other character they are randomly paired up
with. Again, students will be reminded that they are to respond as if they
are their character. As the pairings will be random, students may be
partnered with a character their character does not like, so they should
act accordingly. The topic of the messages can be decided by the students.
For this section, attempts at Shakespearean language are appreciated, but
are not necessary.

Finally, students will hand in a 1-2 page rationale describing their

decision-making process for the profile creation and their message
responses, and an answer to this question: “Do you think your
relationships reflect who you are? Why or why not?”. Students should use
evidence from the play (text/film) and Shakespeare-Online.com (if
Adapted from Wiggins, Grant & J. McTighe (1998)
 applicable) when describing how they created their profiles, who they
have in their friends list, and what they have said in their private
messages. This rationale will be typed, double spaced, written in
paragraph format, and will use proper spelling and grammar.

NOTE: Since the play only has 15 named characters and my class has 30
students, each character will be represented twice, by two different
students. Students will then be separated by the teacher into two
different ‘class lists’ on Farcebook.com, so that there is only one of each
character in each list.
The goal of this summative assessment is for students to show they have a
grasp on the plot, character motivations, and themes of the play through
their creation of a character profile and embodiment of the character.
Students will have to use their knowledge of their character to fully
complete the assignment, which will require students to analyze and
manage information from both the fiction and nonfiction texts and use it
within their assessment, proving their comprehension. Through their
answer to the question in the rationale, students will be able to recognize
What is the goal of your summative performance assessment
new insights into their own identity and the correlation between it and
as framed within the outcomes and competencies? What do
their relationships.
you hope to learn?
Through this part of the unit and summative assessment, I hope to learn
how students approach Shakespearean language, plots, and themes in
junior high and whether or not connections or comprehension can be
made before the high school level. As previously stated, I do not expect
students to complete understand all of what Shakespeare has written in
his play, but I hope students will, at this point, be able to parse out the
main plot sequences, character developments, and thematic connections.
The formative assessments used throughout this part of the unit will build
upon each other to inform me of whether or not students are
understanding the story, context, and thematic elements of Much Ado
About Nothing, allowing me to modify and realign future lessons and
How will this assessment inform student learning and your
assessments within this unit. The first assessment, which takes place in
practice? (How do our formative assessments work towards
the first lesson, is a guided discovery activity followed by a ‘Think-Pair-
the summative?)
Share’ style discussion. Students will be given a worksheet with questions
about Shakespeare’s life, the Globe Theatre, and the Elizabethan Era.
Students will then explore an online Shakespeare resource with articles
and historical information that will help them fill in the blanks. Before
Adapted from Wiggins, Grant & J. McTighe (1998)
 they start researching, they will be primed with a question on the
worksheet that will ask them to write about what they know about
Shakespeare in general. Towards the end of the class, students will pair
up, share their prior knowledge of Shakespeare and what they learned,
and then the teacher will bring the discussion together with a few
questions highlighting the key pieces of information they should have
gathered. This activity will show me whether or not students have
understood the context, which is important as context awareness can
improve comprehension and self-awareness.

The activities that follow this will assess students’ knowledge and
understanding of character relationships through a mapping activity and
will assess students’ comprehension of acts and scenes through jigsaw
style discussions. These activities, paired with the activity on context, will
allow me to see if students are understanding the plot, character
dynamics, and starting to make connections with the theme of
relationships and identity, all of which are crucial for success in the final
summative assessment.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

What is the primary objective of this learning has occurred in each
Lesson # What are the primary activities in this lesson?
lesson in your own words? lesson? How will you employ
formative assessment?

1.  Students will discover and
explore their understanding
of Shakespeare himself, his
life, and the time in which he
lived.
1. Students will be handed a unit outline
describing the learning process for this
unit and will read through it together as a
class.
2. Students will then be given a worksheet,
To begin the day’s activities,
students will assess their own
learning by reflecting on and
answering a question about their
previous knowledge of Shakespeare
Adapted from Wiggins, Grant & J. McTighe (1998)
  Students will respond to the
nonfiction text through a
worksheet and group
discussions.
 Students will share and
review their information
within their groups and in the
class as a whole.
2.  Students will use strategies
and cues to understand plot
and character relationships of
the film.
 Students will begin to
understand forms, elements
and techniques of the film
and plot.
 Students will organize,
record and evaluate
character relationships
with questions about their previous
knowledge of Shakespeare and asking
them to do some research to answer
questions about Shakespeare, the time
period he lived in, and other elements that
contextualize his writing. Students will use
Chromebooks to access the website
shakespeare-online.com, which is an online
Shakespeare encyclopedia. Students can
write down the information they find in
complete sentences or bullet points.
3. When 20 minutes remain, students will
pair up with another student of their
choice to share what their previous
experiences with Shakespeare were like,
and the important information they found,
filling in any blanks their partner may
have.
4. When 5 minutes remain, the teacher will
pull the class together and ask students to
volunteer answers to the questions they
researched. The teacher will write answers
down on the smartboard, so that students
who may have not found the answer can
also use the information. Before leaving
class, students will put their worksheet and
unit outline in their English portfolio.
1. The teacher will introduce the
Shakespearean play Much Ado About
Nothing, by showing the 1993 film
adaptation. The teacher will let students
know that they will be stopping the movie
at multiple points to ask questions about
the film and their understanding of the
film.
2. The students will also be given a
relationship mapping worksheet that they
will work on during the film (Appendix A).
(assessment as learning).
Formative assessment will take
place continuously throughout the
lesson as the teacher observes
students and their research
methods. Additionally, students will
take part in a think-pair-share
activity, during which the teacher
will be able to listen in and hear the
ideas and information the students
have found when they are talking in
pairs. The teacher will also be able
to assess their learning when the
class comes together for a larger
discussion.
The worksheet will be placed in
their English portfolio. The
portfolio is a continuous learning
document that continues to be
added to and checked weekly by
the teacher. This is another
formative assessment strategy.
Formative assessment will be
implemented through strategic
questioning during certain intervals
while students watch the movie. As
Shakespearean language is
confusing, especially when being
exposed to it for the first time, this
type of formative assessment is
useful as it will let the teacher know
if the students are understanding
what is being presented to them. If
Adapted from Wiggins, Grant & J. McTighe (1998)
 through a mapping activity.
3.  Students will organize,
record and evaluate
character relationships
through a mapping activity.
 Students will work within
a group to complete a
character map containing
input from the entire class.
 Students will clarify and
extend their understanding
of Shakespeare and his
works by beginning to look
at his use of figurative
language.
Students will draw lines between not, the teacher can give prompts
characters that have relationships (familial, and guidance to the students that
friendly, romantic) and describe what that may improve their comprehension
relationship is in a few words over the line. for the rest of the movie.
The teacher will indicate that lines will
continue to be added throughout the entire
film and that the description may change
as the film progresses.
3. Students will spend the rest of the class
watching the film while working on their
relationship mapping. The teacher will stop
the film at critical plot/character
development moments to discuss.
4. The film will not be completed this class
and will continue in the next class.
Students will put the character mapping
sheet in their English portfolio.
1. The students and teacher will finish the The character mapping activity
movie from the previous class. introduced in the last lesson is what
2. After the movie has finished, students will will serve as formative assessment
receive some more time to finish their for this lesson. The teacher will
mapping. The teacher will also instruct observe students as they finish
students to write a 1-2 sentence summary filling out the sheet and their
of each character’s identity. These character summaries, giving
summaries are to be written with the guidance if it is requested.
knowledge of the plot and each character’s
relationships with each other. The biggest instance of formative
3. When the work time has finished, the assessment in this lesson is when
teacher will bring up a blank version of the the entire class contributes to the
map on the smart board and ask volunteers large relationship map that will be
to come up and draw lines between projected on the smart board.
characters with their few word
descriptions. The class will work together
to make a complete map. After this activity,
students will put the mapping sheet in
their English portfolio.
4. The teacher will then hand out some
information to students that will support
Adapted from Wiggins, Grant & J. McTighe (1998)

4.  Students will use strategies and
cues to comprehend the print
version of the play.
 Students will respond to the
text through group discussion,
class discussion and submission
of other written assessments.
their learning throughout the Shakespeare
unit. These information sheets will explain
certain elements of Shakespearean
language, like his use of metaphors and
iambic pentameter, along with examples
and unannotated passages from some of
his other works.
5. Students will then have some the rest of
the class to work in groups and look at
some unannotated passages to see if they
can find examples of iambic pentameter
and other Shakespearean literary devices.
Students will put these information sheets
in their English binder.
1. Students will start exploring the print Students will be formatively
version of the play. Students will listen to assessed through their
Act I on audio tape, following along with participation in the jigsaw activity.
their copies. The teacher will walk around both
2. After listening, students will be put into while groups are working together
five groups by the teacher. The teacher will to answer their questions and while
then hand out a work sheet with 15-18 they are sharing their answers in
comprehension questions on them. Each their new groups. Advice and
group will then be assigned a certain guidance can be given if students
number of questions (three to four) that are struggling with a question.
they will discuss and come up with
answers for. Formative assessment will also be
3. Once groups have finished, the teacher will implemented at the end of the class
jigsaw all the groups together, so that each when the teacher elicits answers to
new group will have one member of each some of the comprehension
original group. The students will then questions. The teacher can also gain
share and discuss the answers they came insight into their learning when
to with their new group members. By the checking their worksheet in their
end of the activity, each student should English portfolio at the end of the
have a completed set of answers to all the week.
questions.
4. If time remains, the teacher will elicit
answers to certain questions from
students. The students will place their
Adapted from Wiggins, Grant & J. McTighe (1998)
 completed question sheet in their English
portfolio.

NOTE: The following two lessons (5 & 6) will

take place after the entirety of the five acts are
examined in class. Due to the expectations of
this assignment, I have included this lesson as
an example of how an act may be analyzed in
class. The remaining acts will be looked at
using different assessment techniques, such as
affinity mapping and scene performances, and
some longer acts may take more than one class
to work through.
5.  Students will plan and focus for 1. The teacher will introduce and explain the As this lesson consists mostly of the
their final assessment as well as summative assessment to the students explanation of the assignment and
select and process the using the website, some examples of work time, assessment is not as
information they deem pertinent profiles and a formal assignment handout prominent as the previous lessons.
for completion. (this handout will state which characters However, the teacher will be
 Students will create an original will send private messages to each other). expected to track student progress
text by enhancing and 2. After the explanation is complete, students using the Farcebook teacher portal
improving their writing, will write their names under three and give assistance if any questions
attending to conventions, as characters they would like to analyze for are asked, especially those that deal
well as presenting and sharing this assignment. The character names will with referencing texts and other
their final product online. have been pre-written on the board by the elements of the rationale.
 Students will respect others and teacher. After every student has selected
strengthen community by three characters, the teacher will choose
working within a group to which two students will get to be each
complete the private message character, by using an online random
part of their assignment. number generator. Unfortunately, not
every student will get their picks and some
students may be assigned a character to
equalize the activity.
3. Students will spend the rest of the class
creating their character profile, sending
friend requests to other characters,
sending their private messages, and
writing their rationale. The teacher will
walk around providing advice and
Adapted from Wiggins, Grant & J. McTighe (1998)

6.  Students will plan and focus for
their final assessment as well as
select and process the
information they deem pertinent
for completion.
 Students will create an original
text by enhancing and
improving their writing,
attending to conventions, as
well as presenting and sharing
their final product online.
 Students will respect others and
strengthen community by
working within a group to
complete the private message
part of their assignment.
guidance when needed.
4. Since this website is an online resource,
students can access this at home and
continue to work on it there if they so
choose.
1. Students will receive more time to work on The summative task is due. The
their Farcebook character profiles. summative task will be grade in
2. The teacher will start the class with a brief accordance with the rubric made by
explanation of how they should use the teacher.
evidence from their fiction (print and/or
film version of the play) or non-fiction Formative assessment will continue
(shakespeare-online.com) resource in their through teacher observation. While
rationale. Examples can be given by the a mini-lesson is included in this
teacher of what successful evidence lesson, if the students are having
integration looks like. problems in any aspect, the teacher
3. The teacher will also ask whether or not can add on to the lesson to help
any student has a question or solve problems.
misunderstanding. If there is a common
question or misunderstanding, the teacher
can implement a mini-lesson to clarify the
concept. If the question is on an individual
basis, the teacher will work one-on-one
with the student.
4. The teacher will walk around providing
advice and guidance when needed.
5. While the character profile and private
messages should be completed today, the
teacher may choose to give more time for
the rationale if it is needed.
6. As the teacher can access character profiles
and private messages through the educator
profile, there will be no need for students
to submit this. Students will submit their
rationale in a Word document through
D2L.
Adapted from Wiggins, Grant & J. McTighe (1998)
 Rationale

My view of education is complex and influenced by the experiences I have had so far in my life. Generally, I view education as a tool of
learning that creates global thinkers, analysts, and lifelong learners by integrating technology, modern assessment techniques, and a
collaborative learning environment that allows students to construct knowledge about their life and this world. As Goodman (2011) states, as
students “engage in listening, speaking, reading, and writing they come to understand the nature of using language in all its forms and through
diverse contents in a range of contexts” (p. 17). This unit plan allows students to explore various aspects of Shakespeare and his life, along with
one of his plays in a variety of ways, all of which relate to my teaching philosophy. They will use technology to both research pertinent
information on Shakespeare and the Elizabethan era, as well as using it to represent a summative of their learning. Students will collaborate
with their classmates daily, so that they can exchange information and viewpoints to further grow their learning. Lastly, I will employ a variety
of assessment techniques, like the classroom mapping activity, think-pair-share activity, and jigsaw activity to inform myself of my student’s
learning while giving students an authentic way to engage with the material.

Key Instructional Practices & Creativity

As I found the results of my original inquiry project interesting, I decided to incorporate some techniques and resources I found into this
unit plan and summative assessment. Approaching Shakespeare directly can be a challenge, so by giving the students some time to explore a
resource containing information about Shakespeare and his life by themselves, I am giving them an opportunity to prime themselves for the
play we will be studying. This is supported by Coombs (2013), as he says that “teachers who purposefully integrate multiple forms of text in
classroom inquiries engage student interests and experiences, while simultaneously building background knowledge, providing supplemental
information, and supporting understanding of fiction and nonfiction” (p. 8). After exploring the context behind Shakespeare and his play,
students will naturally progress through the unit, with the information and learning from previous lessons supporting the next (ex. viewing the
film first as a way to be familiar with the plot before analyzing the original text).

Additionally, the website used for the final summative assessment is a unique, creative way to blend the fictional elements of
Shakespeare’s play with nonfictional elements of their world, like social media. Again, by connecting the play to my students by using
something that is already highly integrated into their lives, the students will be able to engage more authentically with the material. Finally, I
chose to integrate the use of textual evidence into the final summative assessment as, “having students write an extended analytical response
supported with text evidence and explanation has a positive impact on reading comprehension” (Wang et. al, 2016, p. 479). Students will be
expected to provide textual evidence in their formal essays for their provincial tests, so I chose to naturally weave it in this assessment so the
students may become familiar with the process before they start writing essays.

Differentiation/Inclusivity

Adapted from Wiggins, Grant & J. McTighe (1998)

 The unit plan I created has incorporates elements of differentiation and inclusivity naturally throughout the lessons. For example, the
film version of Much Ado About Nothing will be played with the subtitles on, as that can help ELL students with comprehension. Also, the text
version of the play will be approached in many different ways, such as reading as a group, listening to an audio version, and performing scenes
with other classmates, so that ELL students (and students who learn better with other modes of viewing text) can have chance to work with the
text in eclectic ways.

My unit plan also includes an even amount of group and individual work. Students who work better in an individual setting will have
opportunities to do so, like in the first part of the context assessment and summative assessment, but will also be pushed to engage and interact
in a collaborative setting. Likewise, students who excel within a group will be able to fill in gaps in their own learning and expand their
knowledge through group conversations, but will have to be able to represent what they have learned individually in the final summative
assessment.

Finally, after talking with my partner teacher, I emphasized the use of technology and gave more time for the assignment if needed. He
said that these are usually the accommodations that his students need, so I added the film version of the play, the use of computers throughout
the formative assessments, the social media and technology centered summative assessment, and the flexible deadline for the rationale portion
of the summative assessment to accommodate the students.

Assessment Practices

My unit plan has built in formative assessment strategies, like an ongoing English portfolio (checked weekly) and collaborative
discussion techniques, that naturally lead up to my final summative assessment. The portfolio is a useful formative assessment as it provides
continuous feedback for the teacher as well as showing the progress of student learning. Additionally, instead of students handing in each
worksheet every time it is finished, they collate it in a binder which is checked weekly, significantly lessening the workload for the teacher.

Of course, collaborative discussions are also key in assessing student understanding. The techniques I employ in this unit plan build
naturally on each other, while giving students a variety of activities that will keep motivation consistent, like acting out scenes and jigsaw
discussions, especially during the more difficult parts of Shakespeare. The final summative assessment is a culmination of their learning that
been refined during the formative assessments, as it asks them to completely understand the characters and their motivations as well as how
one of the play’s themes applies to their lives.

Adapted from Wiggins, Grant & J. McTighe (1998)

 References

Alberta Learning. (2000). ELA Program of Studies K-9. Retrieved from: https://education.alberta.ca/media/160402/ela-pos-k-9.pdf

Coombs, D. (2013) Fiction and Non Fiction: A Symbiotic Relationship. The ALAN Review, 41(1). Retrieved from

https://scholar.lib.vt.edu/ejournals/ALAN/v41n1/pdf/coombs.pdf

Digital Theatre +. (Creator). (n.d.). Much Ado About Nothing Character Map [Digital image]. Retrieved from

https://www.digitaltheatreplus.com/education.

Goodman, Y. M. (2011). Sixty years of language arts education: Looking back in order to look forward. English Journal, 101(1), 17–25.

Retrieved from http://www.ncte.org/library/nctefiles/resources/journals/ej/1011-sep2011/ej1011sixty.pdf

Teacher’s Discovery. (n.d.). Farcebook. Retrieved from: https://farcebook.us/index.php.

Wang, E., Matsumura, L. C., & Correnti, R. (2016). Making a CASE: Improving use of text evidence in students’ writing. The

Reading Teacher, 70(4), 479–484. Retrieved from D2L.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Appendix

Appendix A

Finished Example of Character Mapping

(Digital Theatre +, n.d.)

Adapted from Wiggins, Grant & J. McTighe (1998)