Emily Jones Curriculum Map Romeo and Juliet Unit

Dates
February
19
Introducti
on to
Shakespe
are

Content
Reading: Literature Standard 1
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Reading: Literature Standard 4
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).
Writing Standard 10
Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of tasks, purposes, and
audiences.
Speaking and Listening Standard
5
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.
Speaking and Listening Standard
6
Adapt speech to a variety of contexts
and tasks, demonstrating command of

Skills
*Students will be able to compile a
portfolio of their lessons, homework,
and writing throughout the reading of
the play.
*Students will be able to breakdown
passages and translate the meaning
of the words
Shakespeare uses in the play.
*Students will be able to identify the
parts of a Shakespearean tragedy.
*Students will be able to interpret the
language of Shakespeare for the
modern meanings of the words.
*Students will be able to identify the
tragic hero in the play.
*Students will be able to underline
clues that tell what will happen to the
title characters.
*Students will be able to infer
meaning from the text on how events
in the play will affect the characters.
*Students will be able to say the
words of Shakespeare and get a
feeling of how he used Elizabethan
English.
*Students will be able to cite text

Assessment
Free write- These will
be used to assess the
progression of
students writing over
the course of the unit.
Prologue worksheets
for me to assess for
comprehension and
give points on.
Citations and
summarization of the
Prologue, and
completing the
worksheet.

Emily Jones Curriculum Map Romeo and Juliet Unit

February
23February
27
Act I
Scenes i-v

formal English when indicated or

appropriate.
Language Standard 2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.

evidence from the Prologue of the

play.

Reading: Literature Standard 1

Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Reading: Literature Standard 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.
Reading: Literature Standard 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.
Reading: Literature Standard 4
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

*Students will be able to compile a

portfolio of their lessons, homework,
and writing throughout the reading of
the play.

*Students will be able to compose a

journal entry based on a daily prompt.

*Students will be able to breakdown

passages and translate the meaning
of the words Shakespeare uses in the
play.
*Students will be able to compose a
summary of the scenes we read in
class.
*Students will be able to rewrite their
summary of the scenes into sentences
and put it on the timeline/graph.
*Students will be able to write a
paragraph on the free write prompt
given at the beginning of class.
*Students will be able to restate what
we have read in Romeo and Juliet to
this point.
*Students will be able to translate

Before Instruction:
Free writes based on
given prompts.
During Instruction
Happy hour review on
previous readings
Summaries in their
portfolios to see if
they are getting major
plot points.
Free writes to see if
their writing is
improving.
Comprehension
questions packet for
understanding of the
play.
After Instruction
Quiz on Act I.

Emily Jones Curriculum Map Romeo and Juliet Unit

language evokes a sense of time and
place; how it sets a formal or informal
tone).
Reading: Literature Standard 5
Analyze how an authors 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.
Writing Standard 1 Write arguments
to support claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
Writing Standard 10 Write routinely
over extended time frames (time for
research, reflection, and revision) and
shorter time frames (a single sitting or
a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening Standard 2
Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each
source.
Speaking and Listening Standard 5
Make strategic use of digital media
(e.g., textual, graphical, audio, visual,
and interactive elements) in
presentations to enhance
understanding of findings, reasoning,

words in the play that they dont know

into modern terms for understanding.
*Students will be able to tell their
opinion on the writing prompt during
the class discussion.
*Students will watch two versions of
the play. They will watch Franco
Zeferellis Romeo and Juliet (1968)
and Baz Luhrmanns Romeo + Juliet
(1996). This is for review and
comprehension of the readings.

Emily Jones Curriculum Map Romeo and Juliet Unit

and evidence and to add interest.
Language Standard 1 Demonstrate
command of the conventions of
standard English grammar and usage
when writing or speaking.
March 4March 11
Act II
Scenes ivi

Reading: Literature Standard 1

Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Reading: Literature Standard 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.
Reading: Literature Standard 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.
Reading: Literature Standard 4
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

*Students will be able to compile a

portfolio of their lessons, homework,
and writing throughout the reading of
the play.
*Students will be able to breakdown
passages and translate the meaning
of the words Shakespeare uses in the
play.
*Students will be able to compose a
summary of the scenes we read in
class.
*Students will be able to explain
where we are in the play using the
graph/timeline.

During Instruction:
Happy Hour review on
previous readings.
Informal assessment
of figurative language
through the
walkabout activity
Figurative language
worksheet.
Writing prompts
Comprehension
questions
Timeline

*Students will be able to compose a

short essay based on a persuasive
writing prompt.
*Students will be able to revise and
rewrite their essay prompt during the
next class period.
*Students will be able to identify
which figure of speech is written on a

Summaries
After Instruction:
Quiz on Act II

Emily Jones Curriculum Map Romeo and Juliet Unit

place; how it sets a formal or informal
tone).
Reading: Literature Standard 5
Analyze how an authors 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.
Writing Standard 1 Write arguments
to support claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
Writing Standard 10 Write routinely
over extended time frames (time for
research, reflection, and revision) and
shorter time frames (a single sitting or
a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening Standard 1
Initiate and participate effectively in a
range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grades 9
10 topics, texts, and issues, building on
others ideas and expressing their own
clearly and persuasively.
Speaking and Listening Standard 2
Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each
source.

given slip of paper.

*Students will be able to categorize
their figure of speech under headings
placed around the room.
*Students will be able to work in pairs
or table groups to complete
assignments.
*Students will watch two versions of
the play. They will watch Franco
Zeferellis Romeo and Juliet (1968)
and Baz Luhrmanns Romeo + Juliet
(1996). This is for review and
comprehension of the readings.

Emily Jones Curriculum Map Romeo and Juliet Unit

Speaking and Listening Standard 5
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.
Language Standard 1 Demonstrate
command of the conventions of
standard English grammar and usage
when writing or speaking.
Language Standard 2 Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
Language Standard 4 Determine or
clarify the meaning of unknown and
multiple-meaning words and phrases
based on grades 910 reading and
content, choosing flexibly from a range
of strategies.
Language Standard 5 Demonstrate
understanding of figurative language,
word relationships, and nuances in
word meanings.
March 13March 19
Act III
Scenes i-v

Reading: Literature Standard 1

Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Reading: Literature Standard 2
Determine a theme or central idea of a
text and analyze in detail its
development over the course of the

*Students will be able to compile a

portfolio of their lessons, homework,
and writing throughout the reading of
the play.
*Students will be able to breakdown
passages and translate the meaning
of the words Shakespeare uses in the
play.

During Instruction:
Happy Hour review on
previous readings.
Figurative language
activity papers.
Writing prompts

Emily Jones Curriculum Map Romeo and Juliet Unit

text, including how it emerges and is
shaped and refined by specific details;
provide an objective summary of the
text.
Reading: Literature Standard 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.
Reading: Literature Standard 4
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).
Reading: Literature Standard 5
Analyze how an authors 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.
Writing Standard 1 Write arguments
to support claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
Writing Standard 10 Write routinely
over extended time frames (time for

*Students will be able to identify

figures of speech in modern day song
lyrics to help them identify figures of
speech in Shakespeare easier.

Comprehension
questions
Timeline
Summaries

*Students will be able to identify

figures of speech in our Romeo and
Juliet text.
*Students will be able to compose a
summary of the scenes we read in
class.
*Students will be able to explain
where we are in the play using the
graph/timeline.
*Students will be able to compose a
short essay based on a persuasive
writing prompt.
*Students will be able to revise and
rewrite their essay prompt during the
next class period.
*Students will type up their
persuasive essay using
utahcompose.com and receive a
score.
*Students will watch two versions of
the play. They will watch Franco
Zeferellis Romeo and Juliet (1968)
and Baz Luhrmanns Romeo + Juliet

After Instruction:
Quiz on Act III.
Scores from
utahcompose.com

Emily Jones Curriculum Map Romeo and Juliet Unit

research, reflection, and revision) and
shorter time frames (a single sitting or
a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening Standard 1
Initiate and participate effectively in a
range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grades 9
10 topics, texts, and issues, building on
others ideas and expressing their own
clearly and persuasively.
Speaking and Listening Standard 2
Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each
source.
Speaking and Listening Standard 5
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.
Language Standard 1 Demonstrate
command of the conventions of
standard English grammar and usage
when writing or speaking.
Language Standard 2 Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
Language Standard 4 Determine or

(1996). This is for review and

comprehension of the readings.

Emily Jones Curriculum Map Romeo and Juliet Unit

March 19March 25
Act IV
Scenes i-v

clarify the meaning of unknown and

multiple-meaning words and phrases
based on grades 910 reading and
content, choosing flexibly from a range
of strategies.
Language Standard 5 Demonstrate
understanding of figurative language,
word relationships, and nuances in
word meanings.
Reading: Literature Standard 1
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
Reading: Literature Standard 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.
Reading: Literature Standard 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.
Reading: Literature Standard 4
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

*Students will be able to compile a

portfolio of their lessons, homework,
and writing throughout the reading of
the play.
*Students will be able to breakdown
passages and translate the meaning
of the words Shakespeare uses in the
play.

During Instruction:
Happy Hour review on
previous readings.
Figurative language
activity online poll.
Comprehension
questions

*Students will be able to identify

figures of speech in our Romeo and
Juliet text.

Timeline

*Students will be able to compose a

summary of the scenes we read in
class.

After Instruction:
Quiz on Act IV.

*Students will be able to explain

where we are in the play using the
graph/timeline.
*Students will watch two versions of
the play. They will watch Franco
Zeferellis Romeo and Juliet (1968)
and Baz Luhrmanns Romeo + Juliet

Summaries

Emily Jones Curriculum Map Romeo and Juliet Unit

meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone).
Reading: Literature Standard 5
Analyze how an authors 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.
Writing Standard 10 Write routinely
over extended time frames (time for
research, reflection, and revision) and
shorter time frames (a single sitting or
a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening Standard 1
Initiate and participate effectively in a
range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grades 9
10 topics, texts, and issues, building on
others ideas and expressing their own
clearly and persuasively.
Speaking and Listening Standard 2
Integrate multiple sources of
information presented in diverse media
or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each
source.
Speaking and Listening Standard 5
Make strategic use of digital media
(e.g., textual, graphical, audio, visual,

(1996). This is for review and

comprehension of the readings.

Emily Jones Curriculum Map Romeo and Juliet Unit

and interactive elements) in
presentations to enhance
understanding of findings, reasoning,
and evidence and to add interest.
Language Standard 1 Demonstrate
command of the conventions of
standard English grammar and usage
when writing or speaking.
Language Standard 2 Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
Language Standard 4 Determine or
clarify the meaning of unknown and
multiple-meaning words and phrases
based on grades 910 reading and
content, choosing flexibly from a range
of strategies.
Language Standard 5 Demonstrate
understanding of figurative language,
word relationships, and nuances in
word meanings.
March 25April 9
Act V
Scenes iiii

Reading: Literature Standard 1 Cite

strong and thorough textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
Reading: Literature Standard 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.
Reading: Literature Standard 3
Analyze how complex characters (e.g.,

*Students will be able to compile a

portfolio of their lessons, homework,
and writing throughout the reading of
the play.
*Students will be able to breakdown
passages and translate the meaning
of the words Shakespeare uses in the
play.

During Instruction:
Happy Hour review on
previous readings.
Comprehension
questions
Timeline
Summaries

*Students will be able to compose a

summary of the scenes we read in
class.

After Instruction:
Quiz on Act V.

Emily Jones Curriculum Map Romeo and Juliet Unit

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.
Reading: Literature Standard 4
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).
Reading: Literature Standard 5
Analyze how an authors 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.
Writing Standard 10 Write routinely over
extended time frames (time for research,
reflection, and revision) and shorter time
frames (a single sitting or a day or two) for
a range of tasks, purposes, and audiences.
Speaking and Listening Standard 2
Integrate multiple sources of information
presented in diverse media or formats
(e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of
each source.
Speaking and Listening Standard 5
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.

*Students will be able to rewrite their

summary of the scenes into sentences
and put it on the timeline/graph.
.*Students will be able to restate what
we have read in Romeo and Juliet to
this point.
*Students will be able to translate
words in the play that they dont know
into modern terms for understanding.
*Students will be able to compose an
essay based on a persuasive writing
prompt.
*Students will watch two versions of
the play. They will watch Franco
Zeferellis Romeo and Juliet (1968)
and Baz Luhrmanns Romeo + Juliet
(1996). This is for review and
comprehension of the readings.
*Students will finish the unit with a
test on figurative language and a
persuasive essay based on the prompt
Who is responsible for the deaths of
Romeo and Juliet.

Figurative Language
test
Persuasive Essay

Emily Jones Curriculum Map Romeo and Juliet Unit

Language Standard 1 Demonstrate
command of the conventions of standard
English grammar and usage when writing
or speaking.