Lenape Regional High School District – BOE Approved 2/15/12
English I
[Implement start year? (2012-2013)]
P. Busarello, J. Lambusta, T. Moran, C. Sbaraglia, S. Weatherby
Drama Unit: Romeo and Juliet (Quarter 3 or 4 in conjunction with Writing Unit 3 or 4)
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(https://www13.state.nj.us/NJCCCS/)
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
RL.9-10.1. Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
RL.9-10.5. Analyze how an author’s choices concerning how to structure
a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
RL.9-10.10. By the end of grade 9, read and comprehend literature,
including stories, dramas, and poems, in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
st
21 Century Themes
( www.21stcenturyskills.org )
_x__ Global Awareness
_x__Financial, Economic, Business and
Entrepreneurial Literacy
_x__Civic Literacy
___Health Literacy
___Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_x__Creativity and Innovation
_x__Critical Thinking and Problem Solving
_x__Communication and Collaboration
Information, Media and Technology Skills:
_x__Information Literacy
_x__Media Literacy
_x__ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
_x__Flexibility and Adaptability
_x__Initiative and Self-Direction
_x__Social and Cross-Cultural Skills
_x__Productivity and Accountability
_x__Leadership and Responsibility
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Enduring Understandings: (Topical to this unit)
Essential Questions:
Students will understand that . . .
U1. Shakespeare exploits language's power to express complex
ideas and profound emotions.
U2. the story of Romeo and Juliet delves into universal experiences,
emotions, and attributes of the human condition in a symbolic and
literal way.
U3. literature provides mirrors in which students can see themselves,
allowing them to reflect on their experiences, values, and life
situations.
U4. effective writers employ a variety of figurative and poetic /
dramatic devices to engage readers and to create meaning.
U5. when students write like readers and read like writers, the
processes of reading and writing become authentic.
EU 1, 2: Why do people still read Shakespeare?
EU 1, 4, 5: What processes might one use to begin to appreciate
Shakespeare?
EU 1, 4, 5: How do writers employ dramatic devices to create
meaning?
EU 1, 2, 4, 5: How do form and content work together in literature?
EU 2: How do Romeo and Juliet’s struggles mirror our own?
EU 2, 3: Which emotion holds the most power?
EU 2, 3: How do the characters' decisions lead to consequences for
themselves and others? (What decisions have led to consequences
for you?)
EU 1, 2, 3: Ultimately, who or what holds the power in Romeo and
Juliet?
EU1, 4, 5: What techniques does Shakespeare employ to help us
ascertain meaning?
EU 5: How does reading Shakespeare help us develop our own
specific writing techniques?
Knowledge:
Skills:
Students will know . . .
1. plays have a unique form / structure different from other literature
2. Shakespeare was aware of and wrote for his audience.
3. themes present in Shakespeare's writing still apply to us today.
4. Shakespeare used a variety of dramatic devices to create meaning
within his work.
5. Shakespeare used specific writing devices that students can
employ themselves (see Reading scope for suggested devices).
Students will be able to . . .
1. define and identify dramatic devices (such as soliloquy, aside,
pun, dramatic monologue, dramatic irony, etc. See Reading
Scope).
2. make connections between Romeo and Juliet’s lives, their own
lives, and current events.
3. identify and explain Shakespeare's use of dramatic devices.
4. choose appropriate writing techniques they have found in their
reading and use them in written communication.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 2 – Assessment Evidence
Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
1. Literary Letters--4 per quarter written to Reading Buddy (2 focused on in-class poetry, 2 focused on independent reading
selection) (see appendix)
The goal of this task is to apply skills/knowledge acquired in Romeo and Juliet lessons to independent reading selections. Students
will take the role of an evaluator of texts to demonstrate independent reading skill. Classmates and teacher will take the role of the
audience as part of a literary community. Students will write four letters during the marking period (two to one another and two to the
teacher) per criteria (see appendix for suggested criteria and rubric).
2. Reader’s Cafe (see appendix for sample guidelines)
The goal of Reader’s Café is to generate classmate interest in an independent reading selection. Each student will act as an author’s
agent trying to sell a text to various publishers (other students and teachers). A Café will take place each marking period, but once a
year students sign up to present their independent reading texts in a creative way (see appendix for suggested guidelines). Their goal is
to examine their independent reading text the way in which we examine in-class reading, and then persuade potential readers to select
this text as well. Products/presentation style will vary per student choice and teacher guidelines. See appendix for suggestions and
grading criteria.
3. Writer’s Quarterly Portfolio-- collection of exemplar pieces that demonstrate mastery of unit enduring understandings with reflective
personal essay
Students will compile exemplary writing samples from throughout the quarter that demonstrate acquisition of and application of focused
skills (see Writing Scope). Within these pieces, students will identify their usage of quarterly skills and explain their choices in writing
and revising. Students will also create a personal essay in which they reflect on their writing goals, strengths, and weaknesses. The goals
of these portfolios are to demonstrate student knowledge and to create benchmarks of student growth. **See appendix for sample portfolio
layout/guidelines and criteria for success.
Other Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
1. Periodic formative assessment (open-ended literary analysis, quiz-quiz-trade, storyboarding, journaling, etc) that connect to essential
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
questions and enduring understandings
2. Student-created annotations during reading (with emphasis on personal insights, connections, questions, etc)
3. Journal Writing
4. Create original writing pieces using poetic/dramatic elements/devices based on those found in Romeo and Juliet
5. Independent Reading Selection
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements
1. Students identify examples of dramatic techniques (see Reading scope) in Romeo and Juliet and use them in creation of original product
(i.e. brochure, collage, MovieMaker, bookmark, etc). A,M
2. Students create a "Book of Love" (social rules of interaction) based on their reading of the drama. They should focus on Lady Capulet,
Capulet, the Nurse, and other “advisors” in Juliet’s life to determine what expectations existed during this time period. M
3. Students form small groups and create top ten do's and don'ts for parenting a teen based on Romeo and Juliet and compare these lists to
current parenting expectations. M
4. Aural - listen to tone/rhythm/rhyme of dramatic monologues/soliloquies and discuss how they add to emotional impact for the audience
and/or characters in Romeo and Juliet. M
5. Advice column - students create editorial commentary for characters at different stages in Romeo and Juliet. A,M
6. Pre-reading picture gallery or Webquest - students research culture and custom of Romeo and Juliet time period and compare/contrast
with today. A
LRHSD (2011) Adapted from ASCD © 2004