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SampleInstructionalUnitfromMrs.Streit’s9thGradeEnglishClass:
RomeoandJuliet,
Or,“WhyBeingaTeenagerIsReallyHard”
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I.Introduction
Title:RomeoandJulietUnit
Grade:9
Subject:EnglishLanguageArts
DurationofUnit:6weeks
Standards:
English9.4:Thestudentwillread,comprehend,andanalyzeavarietyofliterarytexts
includingnarratives,narrativenonfiction,poetry,anddrama.
English9.6:Thestudentwilldevelopnarrative,expository,andpersuasivewritingsfor
avarietyofaudiencesandpurposes.
II.EssentialQuestions
•
Isanindividual’slifedeterminedbyfateorbyhisownchoices?
•
Whatistheconnectionbetweenloveandviolence?
•
Couldtherebeanythingmorepowerfulthanlove?
III.Objectives
•
Objective#1:StudentswillbeabletoanalyzehowShakespeareconnectshis
charactersthroughthemesoflove,violence,fatevs.freewill,andrebellion
againstauthority.
•
Objective#2:Studentswillevaluatehowtheculturalandsocietalcontextof
RomeoandJuliet’stimeperiodcontributestotheconflictoftheplay.
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Objective#3:Studentswillcreateanoriginalliteraryanalysispaperthat
exploresShakespeare’sdevelopmentofoneoftheliterarythemes.
Rubrics
• Rubric#1:StudentswillbeabletoanalyzehowShakespeareconnectshis
charactersthroughthemesoflove,violence,fatevs.freewill,andrebellion
againstauthority.
Score4.0
Excelling
Score3.0
FullMastery
Score2.0
PartialMastery
Score1.0
Limited
Understanding
Score0.0
Studentcanusehis/herknowledgeabouttheplay’scharacters,
themes,andtheirconnectiontomakeinferencesabouttheplay’s
outcome.
Score3.5:Studentcanuseherknowledgeaboutcharactersand
themewithpartialaccuracytomakeinferencesabouttheplay.
Studentcanindependentlyidentifythethemesoftheplayand
describethewaysinwhichShakespeareusesthesethemesto
connectthecharacterstoeachother.
Score2.5:Studentcanseesome(butnotall)connectionsbetween
themeandcharacterswithouthelp.
Studentcanindependentlyidentifycharactersandthemesbut
maynotbeabletoseeconnectionsbetweenthemwithouthelp.
Score1.5:Studentcanindependentlyidentifysomecharactersand
somethemesbutnotall.
Withhelp,studentcanidentifysomeofthecharactersandsome
ofthethemesintheplaybutisunabletoseetheconnection
betweenthem.
Score0.5:Withhelp,studentcanidentifysomeofthecharactersor
themes.
Studentshowsnoknowledgeofthemesorcharacters.
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Rubric#2:Studentswillevaluatehowtheculturalandsocietalcontextof
RomeoandJuliet’stimeperiodcontributestotheconflictoftheplay.
Score4.0
Excelling
Score3.0
FullMastery
Score2.0
PartialMastery
Score1.0
Limited
Understanding
Score0.0
Studentcanusehis/herknowledgeabouttheplay’scultural
contextanditsimplicationonconflictintheplottomake
observationsaboutandconnectionstomoderndaysociety.
Score3.5:Studentcanuseherknowledgeabouttheplay’scultural
contexttomakebroaderobservationsaboutconflict.
Studentcanindependentlyidentifydescribethe
cultural/societalcontextanddescribethewaysinwhichit
contributestoconflictintheplay.
Score2.5:Studentcandescribetheeffectofsome(butnotall)
aspectsofculturalcontextonconflict.
Studentcanindependentlydescribetheculturalcontextbutmay
notbeabletoseeitsrelevancefortheplay’sconflict.
Score1.5:Studentcanindependentlydescribesomeaspectsofthe
culturalcontextbutisunabletoseehowthecontextconnectsto
conflict.
Withhelp,studentcandescribethecultural/societalcontextbut
isunabletoseehowitcontributestotheplay’sconflict.
Score0.5:Withhelp,studentcandescribesomeaspectsofthe
culturalcontextortheconflict.
Studentshowsnoknowledgeofculturalcontextnortheplay’s
conflict.
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•
Rubric#3:Studentswillcreateanoriginalliteraryanalysispaperthat
exploresShakespeare’sdevelopmentofoneoftheliterarythemes.
Score4.0
Excelling
Score3.0
FullMastery
Score2.0
PartialMastery
Score1.0
Limited
Understanding
Score0.0
Studentsubmitsaliteraryanalysispaperthataccuratelyand
insightfullyexploresthedevelopmentofaliterarythemeand
alsomakesmeaningfulconnectionstotheuniversalimplications
ofthework.Paperexhibitsmasterfulstyleandstructurewith
elevatedlanguageandacademictone.
Score3.5:Studentsubmitsaliteraryanalysispaperthat
accuratelyexploresthemedevelopmentandiswrittenaccording
toprescribedstyle/structure.Papermakesaneffortatoriginal
insightanduniversalimplicationsofthetheme.
Studentsubmitsaliteraryanalysispaperthatthoroughlyand
accuratelyexploresthedevelopmentofathemeintheplay.
Paperiswrittenaccordingtoprescribedstyleandstructure.
Score2.5:Studentsubmitsaliteraryanalysispaperthatexplores
themedevelopmentbutdoesnotfollowallelementsofprescribed
style/structure.
Studentsubmitsaliteraryanalysispaperthatexplores
Shakespeare’sdevelopmentofathemebuthasgapsin
comprehension.Paperfollowssomeelements(butnotall)of
prescribedstyle/structure.
Score1.5:Studentsubmitsanattemptataliteraryanalysispaper
thattouchesonaspectsoftheme.Paperminimallyfollows
prescribedstyle/structure.
Studentsubmitsanattemptataliteraryanalysispaperbutit
doesnotexplorethedevelopmentofathemeofthework.Paper
doesnotfollowprescribedstyleorstructure.
Score0.5:Withhelp,studentsubmitsanattemptataliterary
analysispaper,butpaperislackingincontentandstructure.
Studentdoesnotsubmitaliteraryanalysispaper.
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IV.SampleActivitiesandProjects
A. InstrumenttoAssistStudentsinInteractingwithNewKnowledge:
FacebookProfilesforRomeo,Juliet,andTheirPeeps!
Set-Up/BackgroundNotes:
Studentswillbegroupedintosmallteamsof2-3studentseach,witheach
teambeingassignedacharacterfromActI.Eachgrouphasatleastone
laptopwithinternetaccessandschoolpermissionforsocialmediasites.
StudentInstructions:
It’stimetobringRomeo,Juliet,andtheircrewintothe21stcentury!Your
taskistoresearchyourcharacterasShakespearepresentshim/herinActI.
LookforhowShakespeareportrayshim/her:whatisyourcharacterdealing
withcurrently?Whatarehis/herproblems?Whoarehis/herfriends?What
ishis/herattitudetowardsfamilyandsociety?Findspecificquotestoback
upyourtheoriesaboutwhatyourcharacterbelieves/wants/needs.
PartI:
Withthisknowledgeinhand,gotowww.facebook.comandsetupanew
profileforyourcharacter.Evenifweknowyourcharacter’slastname,make
his/herlastnamefunctionlikeamiddlenameontheprofileandcreatea
fauxlastnameforhim/herthatisuniquelyfittinginsomewayandwillallow
othermembersoftheclasstofindyourcharacter;pleaseenteryour
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character’sfullnameontheclassblogunderthepostaskingforcharacters’
fullFBnames.Yourprofilemustcontainthefollowing:
•
Allthebasicprofilequestions,asaccurateaspossiblebasedonthe
informationavailablefromtheplay.
•
Aprofilepicture!Findastockimageofamodern-daypersonthat
youthinkportraysyourcharacter’sessenceandage.Thisshouldnot
beanyone’sphotowhomyouknowinreallife.Remember:these
profileswillbeavailableforyourparents,yourpeers,yourprincipal,
andmetoview;donotembarrassyourselforme!
•
Atimelineimage!Usingwhateversoftwareyoulike,createa
timelineimage(.JPGor.PDF)ofaquotefromtheplayaboutorby
yourcharacter.Getcreativeandstriveforanartfuldepictionthat
workswithyourcharacter;ifit’saromanticquote,thinkofaswirly
lovey-doveystyleofwriting!Ifit’sanangryquote,thinkofadepiction
thatconveysire!
•
Twotimelineposts:
o Firsttimelinepostshouldbewrittenfromyourcharacter’s
perspectivefromScenesIorII.Thinkaboutwheretheplotis
duringScenesIandII,andwhatyourcharacterwouldhaveto
sharewiththeFBworldatthispoint.
o Secondtimelinepostshouldbewrittenfromyourcharacter’s
perspectivefromScenesIIIthroughV,withthesamelensthat
itshouldreflectyourcharacter’sactionsandemotions.
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PartII:
Nowit’stimeforyourcharactertogetsocial!Facebookisallabout
connectingwithothers,solet’shaveyourcharacter“friend”andinteractthe
othercharactersintheplayfromthisclass(checktheblogforthelistofall
thenamesofourclass’scharacters).Yourtasksincludethefollowing:
•
Introduceyourcharactertotheclass!Beforegettingonline,every
teamisgoingtopresenttheircharacter’sFacebookpage,explaining
whytheypopulateditastheydidandwhatittellsusaboutthe
character.
•
Connect!Aftereveryteamhaspresented,getonlineusingyour
laptops.Friendallofthecharactersfromthisclass,andaccept
everyoneelse’sfriendrequests(thereareatotalof18charactersfor
thepurposeofthisactivity).
•
Createfouroriginalpostsonothercharacter’swalls.Eachpost
shouldbewrittenasyourcharacterwouldrespondtotheother
characterattheendofActI–towhomwouldyourcharacterwantto
saysomething?Wouldtheybetryingtobefriendlytothispersonor
haveagrudgetosettle?Nogeneric,vaguepostsallowed(“’Sup,babe”
fromRomeotoJulietdoesnotcount!!)
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Createtwoquotationpostsonothercharacter’swalls.These
shouldeachcitedirectquotationsfromtheplayfromeitheryour
characterorthecharacteronwhosepageyouareposting.Youshould
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addother,modern-daytextaroundthequotetoexpounduponitin
someway.Forexample,Juliet’smothercouldpostonJuliet’swalland
say,“WhenIheardthatyouhadsaidtoRomeo,‘Denythyfatherand
refusethyname,Orifthouwiltnot,bebutswornmylove,andI’llno
longerbeaCapulet,’thatmademesodisappointed!Wouldyoureally
denyourfamilyjustlikethat,foraboyyoubarelyknow?!Younglady,
wearegoingtohaveafamilymeetingaboutthis!”RomeoandJuliet
(2.1.76-78)UsecorrectpunctuationandMLAstyleforcitingyour
quotationsinyourposts!
•
Respondtoatleastthreepostsonyourwall.Makesuretorespond
inkeepingwiththerelationaldynamicyourcharacterhaswithother
characters.Noonepostingonyourwall?TellMrs.Streit,andshe,as
thealmightyChorus,willmakesureyougetsomeactivityJ
Author’sNote:Irecognizethattheuseofsocialmediasiteswouldrequireapproval
fromtheadministrationandalsolikelyfromparents.Therearetwoschoolsofthought
regardingwhethercreatingafictitiousprofileforthepurposeoflearningviolates
Facebook’spolicies;itseemsmosteducatorsapproveofcreatingfictitiouscharactersif
thesolepurposeisforacademicinteraction.Forthesakeofthisproject,Iproposethe
useofFacebookasIbelieveitwillbeagreattoolforstudentengagement;however,if
theuseofFacebookwerenotpermitted,anotherplatformcouldbecreatedwithin
Googleclassroomtoallowstudentstointeract(thoughwithoutthetrademarkbells
andwhistlesofFacebook).
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B. SampleInstrumenttoDeepenStudentUnderstanding:
AcademicNotebooks+GraphicOrganizerstoTrackLiteraryDevicesand
PlanStructureofPapers
Set-Up/BackgroundNotes:EachstudentkeepsaGoogleDocjournalforeach
workreadinmyclass;theyaccesstheirGoogleDocsontheirdistrict-provided
laptops.Astheirteacher,Icanseewhattheyaretypingandeveninteractwith
theirnotesbyaddingmyownfeedbackandcommentsinrealtime.Whenit
comestimetobegintodrafttheirliteraryanalysispapers,Iwillalsoprovide
themwithagraphicorganizerdepictingageneralizationpatternfortheirusein
gettingaskeletonofapapertogether.
StudentInstructionsforAcademicNotebooks:AddintoyourRomeoandJuliet
Googlejournalheadingsforeachofthemajorthemesweareexamining(listed
below).Asyouread,bothinclassandindependently,makenoteofcharacters,
quotes,orsituationsthatcouldrepresentortieintoeachofthethemes.Make
suretoaddpagenumberssoyoucangobackandreviewlater;thiswillbea
goldmineofinformationwhenyoustarttoformulateyourgraphicorganizerfor
yourliteraryanalysispaper.
ThemesinRomeoandJuliet
•
thepoweroflove
•
violence
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fatevs.freewill
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rebellionagainstauthority
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familystructure
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society’sneedforcontrol
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StudentInstructionsforGraphicOrganizer:ReadbackthroughyourGoogle
journalforRomeoandJuliet.Underwhichthemeheadingsdidyouidentifythe
mostexamples?Whichthemeareyoupersonallythemostexcitedabout?Which
themewouldgiveyouthemostfodderforwritingapaper?Selectthethemethat
youwanttoexploreinyourliteraryanalysispaper,thenusingyourGoogle
journalandtheexamplesrecordedinthere,begintocategorizeyourexamples
intothegraphicorganizerprovided.Remember:webuildourbodyparagraphs
first,sostartbyplugginginyourexamplesintothebodyparagraphs.For
example,ifyouexplorethethemeoffateversusfreewill,oneofyoursupporting
bodyparagraphscouldexploreCapulet’sdecisionthatJulietwillmarryParis,
arguingeitherthatthisisanexampleoffateorthatitwastheresultofanother
human’sdecision(Capulet’s).
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GraphicOrganizerforDraftingLiteraryAnalysisPaper:
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C. ReadingStrategies
Jigsaw:StudentswillbenefitfromajigsawapproachtoreadingRomeoand
Juliet,aseachteambecomesanexpertontheircharacterduringthe
Facebookactivity.Eachteamwillhavetheopportunitytopresenttheir
character’sFacebookpagetotheclass,andastheyserveasthe“experts”on
thatcharacter,theirclassmateswillbenefitfromtheirin-depthanalysisof
theircharacter.AsgroupsinteractonlinethroughtheFacebookplatform,
theywillreinforcetheirunderstandingofeachcharacter.
ExitSlips:Forlessonsinwhichwedoabulkofreadingtheplayaloud,
studentswillfilloutan“exitslip”onlinethroughourclassroomportalthat
allowsmetogaugetheircomprehensionoftheday’sreadingandalso
provideanswerstoanyoutstandingquestionsorgapsincomprehensionthe
studentmayhave.
D. EngagingStudents
HandSignals:AsweworktogetherasaclasstounderstandShakespeare’s
English,Iwilluseahandsignalsystemtoevaluateunderstanding.Iwill
pauseatcertainpointsintheplaytogaugestudentcomprehension,asking
studentstogiveathumbs-uporthumbs-downiftheyunderstandwhatthe
textmeans.Additionally,studentshavetheoptionofsignalingfora“Time
Out”(makinga“T”withtheirhands)iftheyneedmetostoptheplay’s
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dialogueimmediatelyduetoanurgentquestion–andtime-outsare
encouraged,especiallyintheearlyscenesoftheplay!
CornersActivities:Asweworkthroughtheplay,Iwilluseavarietyof
versionsofCornersActivitiestokeepstudentsengaged.Oneversionwill
requirestudentstoanalyzemotifsintheplay,witheachcornerreceivinga
differentmotif.Onewillservetostudythedifferentinstancesofviolencein
theplay.Anothermightevaluatesymbolsintheplay.Afterstudentshave
rotatedthrougheachcorner,studentswillreturntotheiroriginalseatsand
wewilldiscussjointlyhowthemotifs(orinstancesofviolence,orsymbols)
discussedhelpedthemdeepentheirunderstandingofthatdevice’s
contributiontotheplay.
E. Technology
Technologyhasbeenintegratedintothisunitinthefollowingways:
•
UseofstudentlaptopsandtheFacebookplatformforthe“Facebook
Profiles”activity
•
UseofstudentlaptopsandGoogleDrivefortheirGooglejournals
aboutRomeoandJuliet
•
OnlineexitslipsthroughGoogleClassroomtoallowmetogauge
comprehension
•
Plickersasanadditionalmeansofassessingcomprehension
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Encourageduseofthe“Swipe-speare”apponstudents’owndevices
tohelpwithunderstandingShakespeare
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Classblogparticipation
V.DifferentiatingInstruction
StudentswillhavevariedresponsestoShakespeare,aswellasvariouslevels
ofcomprehension.TheFacebookprofilesactivityprovidesalow-stakes,engaging
wayforstudentstobeabletointeractwithcharacterizationintheplay,andwhen
doneafterActI,itsetsstudentsuptounderstandtheircharactersbetterthroughout
therestoftheplay.
AfterassessingstudentunderstandingofcharacterizationfromtheFacebook
activity,Iwillcreateatwo-tieredapproachforre-enforcementaswellaschallenge.
Forstudentswhoneedadditionalhelpinunderstandingthelanguageand
charactersoftheplay,wewillreadtheplaythroughinmodernEnglishusingthe
Swipe-speareappontheirdevices.Forstudentswhoneedanadditionalchallenge,I
willtaskthemwithcreatingadditionalprofilesforothertragicherocharacterswe
haveencounteredinotherliteraryworks.Theywillthenhavetoholdonline
interactionsoverFacebookbetweentheirRomeoandJulietcharactersandthese
newlydevelopedprofiles,suchasHamletorOedipus,havingthemidentifyand
interactwitheachotheraccordingtotheircommonalities.
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VI.ImpactonStudentLearning
ThisunitwillexposestudentstoShakespeare,manyforthefirsttime.Itwill
providethemwithaframeworkforunderstandingavernacularotherthantheir
ownmoderndayEnglish,whileatthesametimerecognizingsimilaritiesbetween
RomeoandJuliet’scultureandtheirown.Theuniversalthemesoflove,violence,
andrebellionagainstparentsarereadilyaccessibleforninthgradestudents,andby
exploringtheelementsofatragichero,studentswillhopefullynoteandappreciate
howtheirownstoriesneednotendasRomeo’sandJuliet’s!Bytrackingthethemes
throughouttheplay,studentsassemblethebuildingblocksofaliteraryanalysis
essay,oneinwhichtheyestablishargumentativethesisstatementsandsupport
theirclaimswithevidence.Astheygothroughthestepsofthewritingprocess,
studentshavetheopportunitytosuccessfullygenerateananalyticalessayattheir
ownlevelofcomprehensionandwritingstyle,allowingforstudentsatalllevelsto
successfullycompletetheassignmentanddeepentheirunderstandingofactive
reflectionandanalyticalwriting.