Digital Unit Plan Template

Unit Title: Aint Nobody Got Time for Issues.

Name: Jacqueline Vazquez

Content Area: English

Grade Level: 9th

CA Content Standard(s)/Common Core Standard(s):

Reading Standards: Key Ideas and Details

2. 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.

Range of Reading and Level of Text Complexity

10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 910 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

Writing Standards: Research to Build and Present Knowledge

7. 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.

Speaking and Listening: Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Big Ideas:

The idea of resolving issues in a constructive manner, rather than with violence, suicide, or exile, as in R&J. What role can community
play in resolving issues collaboratively and without violence?

How can people resolve issues in a constructive manner, rather than with violence, suicide, or exile, as in R&J?
What role can community play in resolving issues collaboratively and without violence?
How much responsibility do we hold for what happens in our lives?
Is love the same at every age?

Unit Goals and Objectives:

Students will be able to:

1.Explain why long-standing issues have not been solved
2.Understand that community creates change through a group project resolving issues in their own community.
3.Explain the different relationships that go on through the play while applying their own knowledge of love relationships to
the characters. What type of love did R&J portray? Is it healthy?

Unit Summary: skip

In this Digital Unit for 9th Grade English, we will explore different themes, such as community, violence, and the nature of love. The
theme we will focus on will be community involvement and how big of a role it plays in individuals lives.

Strife and quarrels reign in Romeo and Juliet. The unit will begin to explore the ability that individuals and the community have to
resolve problems in a non-violent manner and what one can do to create effective change.

Assessment Plan: skip

Entry-Level:
Students will Quick-Write
about what love is to them or what
they think it is according to society.
May use pop-culture examples
(actors, singers, etc.)
Webquest: To begin unit,

Formative:
Take Home Quiz: Using the
online tool, Quizlet, students will
identify passage of the play and its
speaker. They will do this at home
and bring printed flashcards to

Summative:
Group Project: Groups will be
assigned an important issue being
faced in their local school. Research
and problem solving will be needed
for the group to provide a solution.
Essay: Final essay to sum up

student will embark on a webquest

on Elizabethan love and
Shakespeare in order to build a
foundation for the plays setting.

school next day.

Journal Entry: Write a one page
entry about the relationships of one
of the characters in R&J. Provide
evidence from the text.
Chart of different relationships
in R&J: After the journal entry, as a
class, we will discuss the differences
in each relationship and how love
exists in each. (Father-Daughter,
Mother-Daughter, Romeo-Juliet)
Socratic Seminar: In Groups of
4 or 5, students will be posed a
question on how to resolve an issue
in the play (servants quarrel,
Romeo's pinning for Rosaline, etc.)
Graphic Organizer: After
watching two different film
adaptations, students will compare
and contrast the manner in which
themes are portrayed and their
response.

the digital unit. Different topics will

be assigned from which students can
choose.

Lesson 1
Student Learning Objective:

Acceptable Evidence:

Instructional Strategies:

Lesson Activities:

SLO: Understand

Students write a 1 page response

formulating a solution to a longstanding
issue around them. They must give
proper evidence to support why their
solution is better.

Communication

Teacher Lecture with guided notes. Short

activities occur during lecture. At the end of
the lecture students will have the opportunity
to solve a problem of their choice.

that community
creates change through a group
project resolving issues in their
own community.

Collection
Collaboration
Presentation
Organization
Interaction

Lesson 2
Student Learning Objective:

What type of love did

R&J portray? Is it
healthy?

Acceptable Evidence:

Instructional Strategies:

Lesson Activities:

Understanding, through
research, about what love
was in Shakespeares time.
This would come in the form
of a discussion board.

Communication

Discussion board in which students go home and research love in Shakespeares time.
Their findings would then be placed on a discussion board in which all students will
need to respond to at least two other classmates.

Collection
Collaboration

Another activity would be for students to collect as class, examples of lovers in history
or current media and decide whether it is a healthy expression of love or not.

Presentation
Organization
Interaction
Lesson 3
Student Learning Objective:

Acceptable Evidence:

Instructional Strategies:

Lesson Activities:

Explain the different

relationships that go on
through the play while
applying their own

Graphic Organizer with

detailed notes from two
different film versions of the
play.

Communication

Begin with a collaborative brainstorming as a class of problems in Romeo and Juliet.

This will allow students to collaborate.

Collection
Collaboration

Watch two film versions of the play. This will give them a different perspective to think
about the play in. After watching the film (parts of the film) students will choose scenes
they will explicate and respond too.

knowledge of love
relationships to the
characters. .

Presentation
Organization
Interaction

Unit Resources:

Popplet, Discussion boards. Presi, Quizlet

Useful Websites:

http://www.folgerdigitaltexts.org/ - full collection of shakespeares works; also could be an alternative to a textbook.

http://www.shakespeare.org/wp-content/uploads/2012/06/2014-RJ-Study-Guide.pdf
https://www.teachervision.com/shakespeare/teacher-resources/5484.html
http://aptv.org/Bard/Video/resources.asp