RL
RI
W
SL
L
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Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
TCSS
Troup County School System
English/Language Arts Curriculum Map
9th Grade Literature and Composition
Thematic Unit # 4– Choices and Consequences
Big Idea / Unit Goal

The goal for this unit is to explore and analyze the theme of Choices and
Consequences across literary and informational texts with an in-depth focus on
GSE priority standards.
Unit Essential Question(s):



Length of Unit

9 Weeks
Unit 4 Checklist
How do choices and decisions affect cultural experiences?
How do the concepts of “Fate” and “Free Will” affect a person’s ability to make a
choice?
How is the theme of Choices and Consequences relevant in literature?
Priority Standards:



RL1, RL2, RL4, RL5, RL6
RI2, RI8
W1, W7
Support Standards:

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
RL3
RI3
W3, W4, W8, W9
L1, L2, L4
SL2, SL3, SL4, SL5
Reading Focus: Literary or Informational
Writing Focus: Informative/Explanatory
Text Resources:
Extended Text(Choose one of the following as your extended text):
Primary Writing Tasks (at least 3 of these should be in the unit focus):


The Tragedy of Romeo and Juliet (pg. 806)
Much Ado about Nothing
Short Texts (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these texts are from Prentice Hall Literature, Grade Nine.)

Trifles (Drama)

“A Jury of Her Peers” (Short Story)

“Carry Your Own Skis” (Essay) pg. 522

“The Poison Tree” (Poem)

“The Teenage Brain” article (nonfiction)

“Decision Making is Still a Work in Progress” article (nonfiction)

“The Hatfields & McCoys” History Channel Articles (nonfiction)

“Fates” (articles)
Additional Materials:





Romeo and Juliet Final Project
Romeo and Juliet Short Response Assessment
Romeo and Juliet Essay Assignment
Romeo and Juliet Introductory PowerPoint
Dramatic Elements PowerPoint




Explanatory: Read “Jury of Her Peers” and Trifles. Compare and contrast the
effect of medium on reader’s perspective and mood. Determine which text is
most effective in presenting the theme. (7 pt rubric)
Informative: Analyze a character’s actions, motivations, and their
impact/relationship on the plot/subplot. (7 pt rubric)
Explanatory: Explain the circumstances surrounding the Hatfields & McCoys.
Compare this feud to that of the Montague’s and Capulet’s. (2 pt rubric)
Argumentative: Determine whether Romeo and Juliet’s outcome was a result of
their decisions or uncontrollable fate. Utilize information from “The Teenage
Brain” articles to formulate your response. Cite evidence from both texts. (7 pt
Rubric).
Narrative Writing Tasks:


Rewrite Act 5 of Romeo and Juliet as a narrative, assuming that the Friar’s
letter reached Romeo.
Imagine that you are Romeo. He writes a farewell letter to his father in Act 5.
What do you predict Romeo included in this letter? Write the letter from the
perspective of Romeo. Base your answer on textual evidence and incorporate
details from the play.
Research Connections:

Utilize media to research Hatfields & McCoys
TCSS





Stage Directions Handout
“The Necklace” by Guy de Maupassant, pg. 332
“The Cask of Amontillado” by Edgar Allan Poe, p. 60
“The Gift of the Magi” pg. 260
“The Scarlet Ibis” by James Hurst, p. 384

Utilize research sources to learn about the social and historical context of
Shakespeare and the Renaissance.
Routine Writing (Notes, summaries, process journals, and short responses
across all genres):
 Outline sources regarding Shakespeare, The Renaissance, and The Globe
Theater (p 798-803.)
Lessons for Unit 2 (all lessons are hyperlinked below)











ELA9.4.1: Focus on structure (RL5)
ELA9.4.2: Focus on analyzing point of view, conducting research , and evaluating arguments (W7, RL6, RI8)
ELA9.4.3: Focus on word meanings (RL4)
ELA9.4.4: Focus on determining theme, analyzing structure, determining word meanings, summarizing, and analyzing author’s choices (RL2, RL5, RLl4, RI2, RI3)
ELA9.4.5: Focus on citing textual evidence, determining word meanings, determining and analyzing theme, and analyzing complex characters and their relation to the text
(RL1, RL4, RL2, RL3)
ELA9.4.6: Focus on determining central ideas and evaluating arguments (RI2, RI8)
ELA9.4.7: Focus on citing textual evidence, determining word meanings, determining and analyzing themes, analyzing point of view, and analyzing complex characters
and their relation to the text (RL1, RL4, RL2, RL6, RL3)
ELA9.4.8: Focus on citing textual evidence, determining word meanings, determining and analyzing themes, and analyzing complex characters and their relation to the text
(RL1, RL4, RL2, RL3)
ELA9.4.9: Focus on citing textual evidence, determining word meanings, determining and analyzing themes, and analyzing complex characters and their relation to the text
(RL1, RL4, RL2, RL3)
ELA9.4.10: Focus on citing textual evidence, determining word meanings, determining and analyzing themes, analyzing complex characters and their relation to the text,
and writing narratives (RL1, RL4, RL2, RL3, W3)
ELA9.4.11: Focus on writing arguments while drawing evidence from the text and demonstrating standard English (W1, W4, W9, L1, L2)
Georgia Standards of
Excellence (GSE)
Essential Questions
Vocabulary
Lessons and Resources
(in addition to text resources)
ELAGSE9-10RL1: Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
How does the textual evidence offer
credible support to my analysis of the text
and of inferences drawn from it? How
does analyzing a text help me better
understand it?
Cite
Textual evidence
Inferences
Explicit
Analysis
ELA9.4.5
ELA9.4.6
ELA9.4.7
ELA9.4.8
ELA9.4.9
ELA9.4.10
ELAGSE9-10RL2: Determine a theme or
central idea of text and closely 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.
How is theme developed, refined, and
shaped by specific details in a text? How
do I objectively summarize a text?
ELA9.4.4
ELA9.4.5
ELA9.4.7
ELA9.4.8
ELA9.4.9
ELA9.4.10
ELAGSE9-10RL3: 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
How do complex characters develop over
the course of a text? How do character
development and interactions advance the
plot and/or develop the theme?
Theme
Universal theme
Central idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
Character motivation
Conflict
Plot
Theme
ELA9.4.5
ELA9.4.7
ELA9.4.8
ELA9.4.9
ELA9.4.10
TCSS
develop the theme.
ELAGSE9-10RL4: Determine the
meaning of words and phrases as they are
used in the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word choices
on meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone).
ELAGSE9-10RL5: 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.
ELAGSE9-10RL6: Analyze a particular
point of view or cultural experience
reflected in a work of literature from
outside the United States, drawing on a
wide reading of world literature.
ELAGSE9-10RI2: 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.
ELAGSE9-10RI3: Analyze how the author
unfolds an analysis or series of ideas or
events, including the order in which the
points are made, how they are introduced
and developed, and the connections that
are drawn between them.
How do I determine the figurative and
connotative meanings of words and
phrases in the text? How do words and
phrases impact an author’s meaning and
tone?
ELAGSE9-10RI8: Delineate and evaluate
the argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and sufficient;
identify false statements and fallacious
reasoning.
How are an author’s arguments and claims
established? How do I assess soundness,
validity, relevance, and sufficiency of the
evidence?
ELAGSE9-10W1: Write arguments to
support claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
a. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
How do I use valid reasoning and relevant
and sufficient evidence to write clear
arguments to support my claims?
How does the structure of a text impact the
overall atmosphere/mood of the text? How
does the author use structure to create
outcomes?
How is point of view or cultural experience
reflected in a work of literature? What is
the effect of an author’s point of view on
the text?
How is a central idea developed, refined,
and shaped by specific details in a text?
Why is objectivity important in
summarizing a text , and how do I
objectively summarize a text?
How does the author’s development of a
central idea help me better understand the
text?
Interaction
Allegory
Diction
Figurative meaning
Connotation
Denotation
Analyze
Tone
ELA9.4.3
ELA9.4.4
ELA9.4.5
ELA9.4.7
ELA9.4.8
ELA9.4.9
ELA9.4.10
Structure
Mood/atmosphere
Parallel plots
Pacing
Flashbacks
Foreshadowing
Point of view (first person, second person,
third person limited, omniscient)
Cultural experience
ELA9.4.1
ELA9.4.4
Central idea/main idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
Character motivation
Conflict
Plot
Theme
Interaction
Allegory
Delineate
Evaluate
Argument
Claims
Valid reasoning
Relevant evidence
Sufficient evidence
Fallacies
Argument
Claim
Counterclaim
Analysis
Valid reasoning
Sufficient evidence
Organization
ELA9.4.4
ELA9.4.2
ELA9.4.7
ELA9.4.4
ELA9.4.2
ELA9.4.6
ELA9.4.8
ELA9.4.11
TCSS
claims, and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims
fairly, supplying evidence for each while
pointing out the strengths and limitations of
both in a manner that anticipates the
audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain an appropriate
style and objective tone.
e. Provide a concluding statement or
section that follows from and supports the
argument presented.
ELAGSE9-10W3: Write narratives to
develop real or imagined experiences or
events using effective technique, wellchosen details, and well-structured event
sequences.
a. Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
b. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events,
and/or characters.
c. Use a variety of techniques to
sequence events so that they build
on one another to create a
coherent whole.
d. Use precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting,
and/or characters.
e. Provide a conclusion that follows
from and reflects on what is
experienced, observed, or resolved
over the course of the narrative.
Transitions
Appropriate style
Objective tone
Concluding statement
Conclusion
How do I use narrative techniques, wellchosen details, and well-structured effect
sequences to write quality narratives?
Narrative
Engage
Orient
Point of view
Narrator
Characters
Narrative techniques

dialogue

pacing

description

reflection

sequence of events
Precise words and phrases
Sensory language
Conclusion
ELA9.4.10
TCSS
ELAGSE9-10W4: Produce clear and
coherent writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 1-3 above.)
ELAGSE9-10W7: Conduct short as well
as more sustained research projects to
answer a question (including a selfgenerated question) or solve a problem;
narrow or broaden the inquiry when
appropriate; synthesize multiple sources
on the subject, demonstrating
understanding of the subject under
investigation.
ELAGSE9-10W8: Gather relevant
information from multiple authoritative print
and digital sources, using advanced
searches effectively; assess the
usefulness of each source in answering
the research question; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and following a standard format
for citation.
Why is knowledge of task, purpose and
audience important to producing clear and
coherent writing?
ELAGSE9-10W9: Draw evidence from
literary or informational texts to support
analysis, reflection, and research.
a. Apply grades 9-10 Reading
standards to literature (e.g.,
"Analyze how an author draws on
and transforms source material in a
specific work [e.g., how
Shakespeare treats a theme or
topic from Ovid or the Bible or how
a later author draws on a play by
Shakespeare]").
b. Apply grades 9-10 Reading
standards to literary nonfiction
(e.g., "Delineate and evaluate the
argument and specific claims in a
text, assessing whether the
reasoning is valid and the evidence
is relevant and sufficient; identify
false statements and fallacious
reasoning").
ELAGSE9-10L1: Demonstrate command
of the conventions of standard English
grammar and usage when writing or
speaking.
Development
Organization
Style
Task
Purpose
Audience
Research
Research questions
Self-generated research questions
Narrowing topic
Synthesis
Source
ELA9.4.11
How do I gather relevant information from
various authoritative print sources? How
do I determine a source’s usefulness?
How do I include information selectively to
maintain flow of ideas and avoid
plagiarism? Why is following a standard
format (MLA) for citation important, and
how do I follow this format?
Print sources
Digital sources
Search engines
Paraphrasing
Summarizing
Quoting
MLA format
Citation
Works cited/bibliography
Parenthetical citation
ELA9.4.2
How do I use evidence from texts to
support my analysis, reflection, and
research?
Textual evidence
Analysis
Reflection
Research
ELA9.4.11
How do I demonstrate command of the
conventions of standard English grammar
and usage? What is parallel structure and
how do I effectively use it? How do I use
Standard English
Parallel structure
Phrases
ELA9.4.11
How can research be utilized to answer a
question or solve a problem? How do I
determine when to narrow or broaden the
focus? How does synthesizing multiple
sources provide a deeper understanding of
the research topic?
ELA9.4.2
TCSS

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
Clauses





a. Use parallel structure.*
b. Use various types of phrases (noun,
verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and
interest to writing or presentations.
various types of phrases and clauses to
convey meaning and add variety to my
writing and speaking?
ELAGSE9-10L2: Demonstrate command
of the conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a
conjunctive adverb) to link two or
more closely related independent
clauses.
b. Use a colon to introduce a list or
quotation.
c. Spell correctly.
ELAGSE9-10L4: Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grades 9-10
reading and content, choosing flexibly from
a range of strategies.
a. Use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word's position or function
in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech (e.g.,
analyze, analysis, analytical;
advocate, advocacy).
c. Consult general and specialized
reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination
of the meaning of a word or phrase
(e.g., by checking the inferred
How do I demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling?
How do I use a semicolon correctly and
effectively? How do I use a colon to
introduce a list or quotation?
Standard English
Capitalization
Punctuation
Semicolon
Conjunctive adverb
Colon
ELA9.4.11
How do use a range of strategies to
determine or clarify the meaning of
unknown and multiple meaning words and
phrases?
Context clues
Patterns of word changes
Reference materials (print and digital)

dictionary

glossary

thesaurus
Pronunciation
Definition
Part of speech
Etymology
ELA9.4.3
noun phrase
verb phrase
adjectival phrase
participial phrase
prepositional phrase
absolute phrase
independent
dependent
noun
relative
adverbial
TCSS
meaning in context or in a dictionary).
ELAGSE9-10SL2: Integrate multiple
sources of information presented in
diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each source.
ELAGSE9-10SL3: Evaluate a speaker’s
point of view, reasoning, and use of
evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or
distorted evidence.
How do I integrate multiple sources of
information presented in diverse media or
formats? How do I evaluate the credibility
and accuracy of a source?
How do I evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric? How do I identify a speaker’s
use of fallacies or inaccurate evidence?
ELAGSE9-10SL4: 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.
How does my presentation (style,
organization, etc.) affect my audience’s
understanding? How can I best present a
clear and distinct perspective, such that
listeners can follow my reasoning?
ELAGSE9-10SL5: Make strategic use of
digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in
presentations to enhance understanding of
findings, reasoning, and evidence and to
add interest.
How does the strategic use of digital media
in presentations enhance understanding
and add interest?
Multiple sources
Diverse media (visual, oral, quantitative)
Evaluate
Credibility
Accuracy
Evaluate
Point of view
Reasoning
Evidence
Rhetoric
Fallacies
Clarity
Concise
Logical
Organization
Development
Substance
Style
Purpose
Audience
Task
Digital media
Evidence
ELA9.4.2
TCSS
Lessons for Ninth Grade Literature Unit 4
The following pages are the lessons for the unit that have been linked at the
beginning of the document. These lessons are based on identified GSE
high-priority standards and incorporate unit texts and resources.
TCSS
ELA9.4.1
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
By the end of this lesson, students will know:
 know sequence of events, structure, and time are used to create
and manipulate effects in literature (e.g., mystery, tension, or
surprise)
 sequence of events does not always follow chronological order
I can:
 examine how the structure of the text creates an emotional
response from the reader
 analyze an author's choices about structure and organization of a
story or drama (e.g. multiple points of view, flashback)
Priority Standards:
ELAGSE9-10RL5: 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.
 “Trifles” Text
 “Jury of Her Peers” Text
 Venn Diagram
 Suggested Answers to Venn Diagram
2 days
How does text structure affect the reader’s response to the text?
Venn Diagram: Have students predict the differences between short
stories and dramas.
Class will read, “Trifles” then “Jury of Her Peers”. (Susan Glaspell wrote
the same plot from the dramatic and short story perspective.)
Compare and contrast the structure of the texts to determine how
author choices regarding text structure affect the emotional response
created for the reader. (i.e. narration provides in depth knowledge that
dialogue of a drama does not).
(Use this activity to analyze how an author makes text choices that
affect the text structure and order of events to create various effects).
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Answer the question: What value is added to a drama when watching a
performance as opposed to reading the text alone?
TCSS
ELA9.4.2
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
By the end of this lesson, students will know:
 how to identify point of view
 that individuals from different cultures have varying perspectives
based on their worldview
I can:
 determine which details in a particular work of literature relate to a
cultural experience or support the author's or character's point of
view
Priority Standards:
ELAGSE9-10W7: Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
ELAGSE9-10RL6: Analyze a particular point of view or cultural
experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
Support Standards:
 ELAGSE9-10W8: Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering
the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
 ELAGSE9-10RI8: Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning.
 ELAGSE9-10SL4: 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.
 Library or Computer Lab Days
 Elizabethan Era Webquest Assignment Sheet
 Elizabethan Translation Sheet
 Presentation Rubric
4 Days
How can we utilize research to understand the cultural, social, and
historical context of Romeo and Juliet?
Brainstorm a list of things the students “know” about the renaissance.
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Introduction:
To fully appreciate Shakespeare’s works, it is important to learn about
the time in which his works were written. This assignment requires
students to investigate life during the Elizabethan Era (the 16th century)
in England. The investigation will enable students to understand the
people, places, and events of the Elizabethan era and, in effect, provide
a deeper appreciation of Shakespeare’s play Romeo and Juliet. This
assignment will also help students understand how society influences
literature. As students navigate through the websites provided below,
the questions included under each topic heading will serve as guides –
it is up to each group to gauge what material is essential and necessary
to share with classmates.
Task:
Each student will be assigned to a group of at least two members.
Teachers should use this as an opportunity to use differentiated
grouping. Lessons should introduce gathering information, avoiding
plagiarism, and MLA format. Each group will investigate a specific topic
and will do a presentation to teach the rest of the class about the topic
researched.
Students will have to create guided notes or a graphic organizer for
their classmates to use during the presentation. Students will turn in
their organizers at the end of class to ensure accountability.
Summarizer/Closure/Evaluation
of Lesson
The final product will be a group slideshow created via power
point/Prezi/or another alternate presentation format. Each slide show
must have a “Works Cited” slide at the conclusion. The “Works Cited”
slide should be created using the correct MLA format. Use
citationmachine.net; easybib.com; or citefast.com. Students must show
evidence of paraphrasing, summarizing, and integrating quotations into
their presentations.
Groups will present their findings to the class. Students will take notes
regarding the presented topics using the student created resources.
These notes will be utilized later when analyzing Romeo and Juliet.
TCSS
ELA9.4.3
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
By the end of this lesson, students will know:
I can:
 identify figurative language in text
 recognize that words have connotations (associations or secondary
meanings) as well as denotations (the dictionary definition of a
word) (e.g., stingy, scrimping, economical, thrifty)
 understand how language evokes a sense of time and place
 analyze text for word choice as it impacts meaning and tone of text
 analyze how word choice creates a sense of time and/or place
 analyze and evaluate the overall patterns of diction in the whole text
and its impact on meaning and tone
 analyze the cumulative impact of figurative language (e.g.,
metaphor, simile, metonymy, overstatement, oxymoron,
understatement, idiom) and its impact on meaning and tone
Priority Standards:
ELAGSE9-10RL4: Determine the meaning of words and phrases as
they are used in the text, including figurative and connotative meanings;
analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
Support Standards:
 ELAGSE9-10L4: Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase.
Unit 4 PowerPoint: Shakespearean Sonnets
Sonnet 130
Romeo and Juliet Prologue Assignment sheet (There are two choices
for varying complexity to use for differentiation.
Prologue Version 1 and Flipchart
Prologue Version 2
Anticipation Guide
Syntax Handout
2-3 days
How does an author’s word choice affect the overall meaning and tone
of the prologue?
 Read the Prologue aloud at least twice before asking students
to engage with the text to support students with the complexity
of Shakespearean language.
 Have students create a written objective summary of the
Prologue. (RL.9-10.2)
 Consider looking at the syntax practice activity so students can
analyze specific sentence structure choices.
TCSS
Instructional Delivery
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

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Hand out anticipation guide and allow students a few minutes to
respond to each question. Discuss with a partner and then as a class.
Review the characteristics of Shakespearean sonnets with students.
Use the Unit 4 PowerPoint to review. Read and annotate Sonnet 130
as a class. Teacher may decide to give students extra practice
annotating sonnets.
Provide students with a clean copy of the Prologue with ample spacing
for annotation. In partner groups, have students do the following:
 Identify the sentence breaks with slash marks, then identify the
various phrases and clauses in each sentence and determine
what information they add to readers’ understanding.
 Determine the meanings of words and phrases with figurative or
connotative meanings used in the text (e.g.,ancient grudge,
mutiny, fatal, star-crossed lovers, misadventured, piteous, rage).
(RL.9-10.4, L.9-10.4a, L.9-10.5a-b, L.9-10.6)
 Discuss in small groups how the words, phrases, and clauses
create a tone in the Prologue and how the language conveys
the seriousness of the characters’ conflicts. (RL.9-10.1, RL.910.2, RL.9-10.3, RL.9-10.4, SL.9-10.1, SL.9-10.4)
Conduct a class discussion of the effect of the words, phrases, and
clauses on the tone of the Prologue and the effect of that tone on the
reader’s initial understanding of the play. Then have students write an
explanation of the major conflicts of the play as they are revealed by
the words, phrases, and clauses in the Prologue. (RL.9-10.1, RL.910.2, RL.9-10.4, W.9-10.9a, W.9-10.10)
TCSS
ELA9.4.4
Learning Target(s):
By the end of this lesson, students will know and be able to
identify:
 theme or central idea of a text is the message or lesson that the
author develops and refines through details
 understanding universal themes across genre and cultures
 author's use of motif [recurrent presence of certain character types,
objects (symbolism), settings, or situations] can sometimes help
illuminate the theme of a particular text
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE9-10RL2: Determine a theme or central idea of text and
closely 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.
Support Standards:
 ELAGSE9-10RL5: 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.
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10RI2: 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.
 ELAGSE9-10RI3: Analyze how the author unfolds an analysis
or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and
the connections that are drawn between them. (cause and
effect)
 Copy of William Blake’s “A Poison Tree”
 Copy of “Hatfields and McCoys”
2 Day
How do authors develop theme across genres?
Student Response (verbal or written): Where do “feuds” exist in their
own lives? What are the causes and effects of those “feuds”.
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
TCSS
Instructional Delivery
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Direct students to read and paraphrase “A Poison Tree”
independently. (RL.9-10.2, RL.9-10.10) Ask students
independently analyze the poem, recording their analyses in
annotations or notes.

Have students write a brief explanation of how Blake’s use of
figurative language (e.g., the extended metaphor) relates to the
events and themes of the play, citing evidence from the play
and the poem to support their analysis.

Read the History Channel document on “The Hatfields and
McCoys”. Summarize and paraphrase the central conflict
(causes and effects) of this feud.

Have students write to explain how the theme of the “Poison
Tree” is illustrated in the Hatfield & McCoy Feud. Cite evidence
from both texts. Depending on your students’ level of comfort
with informative/explanatory writing, you may want to provide an
overview of expectations with this type of writing.
Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
Compare the themes from today’s text to the word choices discussed in
the prologue.
TCSS
ELA9.4.5
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 draw inferences from literary text to make and support an analysis
that goes beyond the obvious by using strong and thorough
evidence gathered from reading
 support their conclusions with explicit and implicit textual evidence
 synthesize evidence collected from the text to best support their
conclusions
 correctly use citations to support reasoning
Priority Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
Support Standards:
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely 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.
 ELAGSE9-10RL3: 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.
 Unit 4 PowerPoint: Dramatic Elements
 Romeo and Juliet Key Scenes
 Act I, Romeo and Juliet
 Romeo and Juliet Study Guide
 Theme Tracking Sheet
 Cornell Notes Page
 Romeo and Juliet Act 1 Character Flipchart
3 days
How does Shakespeare utilize specific words and phrases to create
figurative meaning, theme, and character relationships?
Complete Cornell notes on dramatic elements to introduce the
components of dramatic structure. (Students need to be able to identify
structure and determine structural choices made by the author in order
to analyze the text.)
TCSS
Instructional Delivery
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

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
First, students read and summarize Act I of the play. The most
important scenes and lines are listed in Romeo and Juliet Key Scenes.
If there is not time to read the entire play, please focus on these key
scenes and lines.
As students read, complete the study guide questions to analyze
figurative language, character actions and motivations, and theme.
Students will be required to cite evidence from text to support their
answers.
Teachers support students in reading the archaic language and
understanding references and movements and placement of characters
throughout the act.
You may want to use the Act 1 Character Flipchart to help students
identify and cite evidence about characters. In this activity, students
first sort the characters into the families and then match the
characteristics and quotations to the character. Character names,
quotations, and characteristics are behind the squares at the bottom of
the flipchart.
Summarizer/Closure/Evaluation
of Lesson
Complete Act 1 of the “Theme Tracking Sheet” to list plot events that
illustrate the theme. Complete Act 1 of the “Character Motivation Chart”
to analyze character motivations. Cite Evidence from the text.
TCSS
ELA9.4.6
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
I can:





determine false statements in an argument
identify fallacious reasoning in an argument
delineate and evaluate specific claims in a text
analyze whether the reasoning used in an argument is valid
analyze whether the evidence cited in an argument is relevant
and sufficient
Priority Standards:
ELAGSE9-10RI2: 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.
ELAGSE9-10RI8: Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
Nonfiction Articles:
 “Decision Making is Still a Work in Progress”
 “The Teenage Brain”
1 Day
 How do authors make claims in nonfiction text?
What is impulsiveness? (Discussion or writing assignment)
Provide students with a copy of the “Teenage Brain” articles. This is an
opportunity for students to be grouped based on lexile or text
complexity readiness. One-article bullets teenage brain decisions and
one article require more close reading.
Students can read and outline their articles to fine central ideas and
details regarding how the teenage brain works. They can create an
outline or jot down notes/bullet points.
Students will then share bullet points from the text for the class and
evaluate the validity of the claims. They may utilize examples from
their own personal lives to support or refute the author’s claims
regarding how the teenage brain functions.
The class will review the character decisions made in Act 1 to
determine if they feel that any of the characters have acted out of
impulsiveness so far.
TCSS
ELA9.4.7
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 draw inferences from literary text to make and support an analysis
that goes beyond the obvious by using strong and thorough
evidence gathered from reading
 support their conclusions with explicit and implicit textual evidence
 synthesize evidence collected from the text to best support their
conclusions
 correctly use citations to support reasoning
Priority Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
Support Standards:
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely 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.
 ELAGSE9-10RL6: Analyze a particular point of view or cultural
experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.
(Fates)
 ELAGSE9-10RL3: 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.
 Dramatic Elements PowerPoint
 Act II, Romeo and Juliet (some teachers may decide to focus
lesson on scene II.)
 Romeo and Juliet Key Scenes
 Fates article
Anchor Activities:
 Romeo and Juliet Study Guide
 Theme and Character Motivations Tracking Sheet
3 days
How does Shakespeare utilize words and phrases create figurative
meaning, theme, and character relationships?
Discuss the FATES from mythology. Review Act 1 to determine if
anything has happened so far that could contribute to the idea of fate.
(Teachers may utilize nonfiction articles referring to the belief in the
fates.)
TCSS
Instructional Delivery
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

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
First, students read and summarize Act II of the play. The most
important scenes and lines are listed in Romeo and Juliet Key Scenes.
If there is not time to read the entire play, please focus on these key
scenes and lines.
As students read, complete the study guide questions to analyze
figurative language, character actions and motivations, and theme.
Students will be required to cite evidence from text to support their
answers.
Teachers support students in reading the archaic language and
understanding references and movements and placement of characters
throughout the act.
Complete Act 2 of the “Theme Tracking Sheet” to list plot events that
illustrate the theme. Complete Act 2 of the “Character Motivation Chart”
to analyze character motivations. Cite Evidence from the text. Discuss
how the characters actions have developed either the theme of fate or
free will.
TCSS
ELA9.4.8
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 draw inferences from literary text to make and support an analysis
that goes beyond the obvious by using strong and thorough
evidence gathered from reading
 support their conclusions with explicit and implicit textual evidence
 synthesize evidence collected from the text to best support their
conclusions
 correctly use citations to support reasoning
Priority Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
Support Standards:
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely 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.
 ELAGSE9-10RL3: 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.
 ELAGSE9-10W1: Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
 Act III, Romeo and Juliet (some teachers may decide to focus
lesson on scenes II and III.)
 Romeo and Juliet Key Scenes
Anchor Activities:
 Romeo and Juliet Study Guide
 Theme and Character Motivations Tracking Sheet
3 days
How does Shakespeare utilize words and phrases create figurative
meaning, theme, and character relationships?
When anger and sorrow enter the equation, does this affect the ability
to think rationally and clearly? Consider the “Teenage Brain” articles.
Feel free to utilize student’s personal experiences.
TCSS
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
First, students read and summarize Act 3 of the play. The most
important scenes and lines are listed in Romeo and Juliet Key Scenes.
If there is not time to read the entire play, please focus on these key
scenes and lines.
As students read, complete the study guide questions to analyze
figurative language, character actions and motivations, and theme.
Students will be required to cite evidence from text to support their
answers.
Teachers support students in reading the archaic language and
understanding references and movements and placement of characters
throughout the act.
Complete Act 3 of the “Theme Tracking Sheet” to list plot events that
illustrate the theme. Complete Act 3 of the “Character Motivation Chart”
to analyze character motivations. Cite Evidence from the text. Discuss
how the characters actions have developed either the theme of fate or
free will.
Summarizer/Closure/Evaluation
of Lesson
Written Response: (ELAGSE9-10W1) Have students read and discuss
the theme of “Carry Your Own Skis.” In Romeo and Juliet, Romeo says,
“Oh, I am fortune’s fool” referring to the idea of fate. However, who is
truly responsible for Romeo’s plight? Use textual evidence in your
response.
TCSS
ELA9.4.9
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 draw inferences from literary text to make and support an analysis
that goes beyond the obvious by using strong and thorough
evidence gathered from reading
 support their conclusions with explicit and implicit textual evidence
 synthesize evidence collected from the text to best support their
conclusions
 correctly use citations to support reasoning
Priority Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
Support Standards:
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely 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.
 ELAGSE9-10RL3: 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.
 Dramatic Elements PowerPoint
 Act IV, Romeo and Juliet (some teachers may decide to focus
lesson on scene II and III.)
 Romeo and Juliet Key Scenes
Anchor Activities:
 Romeo and Juliet Study Guide
 Theme and Character Motivations Tracking Sheet
3 days
How does Shakespeare utilize words and phrases create figurative
meaning, theme, and character relationships?
Define Apothecary. Discuss the idea of obtaining poison in the modern
day and time. Discuss the image of the tomb. How feasible is it that
someone could fake his or her own death in modern times?
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
First, students read and summarize Act IV of the play. The most
important scenes and lines are listed in Romeo and Juliet Key Scenes.
If there is not time to read the entire play, please focus on these key
scenes and lines.
As students read, complete the study guide questions to analyze
figurative language, character actions and motivations, and theme.
Students will be required to cite evidence from text to support their
answers.
Teachers support students in reading the archaic language and
TCSS
(You Do)
Summarizer/Closure/Evaluation
of Lesson
understanding references and movements and placement of characters
throughout the act.
Complete Act 4 of the “Theme Tracking Sheet” to list plot events that
illustrate the theme. Complete Act 4 of the “Character Motivation Chart”
to analyze character motivations. Cite Evidence from the text. Discuss
how the characters actions have developed either the theme of fate or
free will.
TCSS
ELA9.4.10
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
I can:
 draw inferences from literary text to make and support an analysis
that goes beyond the obvious by using strong and thorough
evidence gathered from reading
 support their conclusions with explicit and implicit textual evidence
 synthesize evidence collected from the text to best support their
conclusions
 correctly use citations to support reasoning
Priority Standards:
ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
Support Standards:
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely 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.
 ELAGSE9-10RL3: 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.
 ELAGSE9-10W3: Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
 Act 5, Romeo and Juliet
 Romeo and Juliet Key Scenes
 Romeo and Juliet Video Clip from Act 5
 Film Viewing Tool
Anchor Activities:
 Romeo and Juliet Study Guide
 Theme and Character Motivations Tracking Sheet
3 days
How does Shakespeare utilize words and phrases create figurative
meaning, theme, and character relationships?
Romeo leaves a letter for his father. What do you think he choose to
say in this letter? Cite evidence from the text when constructing this
response.
TCSS
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
First, students read and summarize Act 5 of the play. The most
important scenes and lines are listed in Romeo and Juliet Key Scenes.
If there is not time to read the entire play, please focus on these key
scenes and lines.
As students read, complete the study guide questions to analyze
figurative language, character actions and motivations, and theme.
Students will be required to cite evidence from text to support their
answers.
Teachers support students in reading the archaic language and
understanding references and movements and placement of characters
throughout the act.
View the Romeo and Juliet Video Clip from Act 5 and have students
complete the Film Viewing Tool.
.
Summarizer/Closure/Evaluation
of Lesson
Complete Act 5 of the “Theme Tracking Sheet” to list plot events that
illustrate the theme. Complete Act 5 of the “Character Motivation Chart”
to analyze character motivations. Cite Evidence from the text. Discuss
how the characters actions have developed either the theme of fate or
free will.
TCSS
ELA9.4.11
Learning Target(s):
I can:

Priority Standards:
 Support Standards
 Pre-requisite Learning
establish a claim that demonstrates a thorough understanding of
a topic or text
 structure arguments to support claims using reasons and
evidence
 interpret and apply evidence that supports claims
 anticipate the knowledge and concerns of the audience
 clarify the relationship between claims and reasons, reasons
and evidence, and claims and counterclaims
 maintain a formal style and objective tone
Priority Standards:
ELAGSE9-10W1: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
Support Standards:
 ELAGSE9-10W4: Produce clear and coherent writing in which
the development, organization, and style are appropriate to
task, purpose, and audience.
 ELAGSE9-10W9: Draw evidence from literary or informational
texts to support analysis, reflection, and research.
 ELAGSE9-10L1: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety
and interest to writing or presentations.
 ELAGSE9-10L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
EQ
 Romeo and Juliet Text
 Essay Outline Sheet
 Romeo and Juliet Essay Assignment Sheet
 Essay Rubric
3 days outline, write, draft, revise
2 days type (MLA format)
How can I draw evidence from text to support analysis and reflection?
Activator/Connection/Warm Up
Analyze the writing prompt. Determine the task.
Resources for Instruction
Time Allocated
TCSS
Instructional Delivery
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

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
As needed, review writing and standard English (parallel structure,
semicolons, colons, phrases, and clauses) with students so that they
can address specific skills in their writing. These skills were taught in
Unit 2, but should be reinforced as needed.
For this assignment, you are to write a thesis driven essay, which cites
evidence from the text of Romeo and Juliet by William Shakespeare.
This essay should address the theme about Fate v. Free Will / Choice.
Your piece should be focused solely on the one theme, and you must
quote from Shakespeare’s text and make sure that your quotations are
relevant, well developed, and well explained.
Outline arguments.
Use our class discussions / information on the teenaged brain, as well
as the text of Romeo and Juliet to cite your evidence.
It must be at least 2 pages double-spaced if typed and 3 pages if handwritten.
Summarizer/Closure/Evaluation
of Lesson
It must include parenthetical citations. It must have a works cited page.
Type final draft utilizing Microsoft word and MLA format.