Digital Unit Plan Template

Unit Title: Romeo & Juliet Name: Karina Alfajora

Content Area: English Grade Level: 9
CA Content Standard(s)/Common Core Standard(s):

1. 9.1 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone.
2. 9.2 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.
3. 10.1 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.
4. 9.4 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 10.2 Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transformed 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]”).
5. . 9.6 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in meaning of words with similar denotations.

Big Ideas/Unit Goals:

1. How does the historic time of literature impact the plot of a story or play?
2. What impacts do characters have on the plot of a story or other characters?
3. What implications do people face in the real world when they are emotionally-driven?

21st Century Skills:

1. Students will use Microsoft Word or Google Docs, or some type of word processing sheet in order to write effective close-reading assignments.
2. Students will work collaboratively to create a digital presentation: (PowerPoint, Video, Prezi) to demonstrate analysis.

Unit Summary:

In this unit, students will be reading William Shakespeare’s Romeo & Juliet, analyzing it in a manner that is academic and demonstrates critical thinking skills. This
unit will begin by reading the play as a class and dive into analysis through taking note of theme of the play. We will expect to have large class discussions dissecting
the play through the analysis of plot, characterization, theme, and other literary elements of Romeo & Juliet. Having an overabundance of knowledge about the play,
we will go into our Webercises, which integrate our knowledge of Romeo & Juliet and weave it into a presentation on reflection and interpretation as well as personal
connections of the text. Since we are spending a lot of time dissecting this play in multiple class discussions throughout this unit, I expect analyses to be thorough and
well-thought, demonstrating the students’ critical thinking skills. Graphic organizers will be used in collaboration with one another to identify characterization and
theme and keep work organized. Finally, the lesson will be completed by turning in your daily writing journals and having two last assignments of group digital
presentations and the close-reading assignment. By the end of this unit, students will be ready to tackle analysis papers and reflection papers through their critical
thinking skills.

Assessment Plan:
Entry-Level:
Students will be completing an entry-level
assignment: the survey. The survey entails a checklist
in what the student knows/what they do not know.
This is to check where students’ standing in regards
to experience in studying literature. This is also a
survey to see what students have prior knowledge of
and what they initially know about Romeo & Juliet.
Formative: Summative:
Quizzes will be used to test the student’s knowledge Finally, once the end of the unit approaches: the two
and willingness to analyze critically: having open- big assignments of the unit will be given to students to
ended questions regarding the analysis of the text and demonstrate the knowledge they have ultimately
quizzes will be geared around what is said during learned throughout the lesson. A group presentation
class discussions. will be given, where students will collaborate
Class discussions is where students will reflect on the effectively and demonstrate expertise and knowledge
text within a larger group setting through student-led of identifying the literary elements and having
discussion. Class discussions are where questions of personal thoughts of the text.
quizzes will be derived from, which show if a student
is absorbing the content in a discussion or not. The final portion of this unit is a close-reading
Dialectical journals will assist in keeping track of assignment, which will be a formal paper,
important quotes that should be noted within the demonstrating students’ critique and level of analysis.
play, students will be expected to pick a quote that This shows how a student will effectively provide a
resonated with them and explain the quote further. thesis statement and will deliver analysis effectively.
Reflections are the part of an assessment of the
students’ opinion of the piece of literature: what a
student like versus what they do not like is simple and
shows comprehension of the text. Having reflections
randomly assigned ensure students will be inclined to
pay attention.
Graphic organizers will be used throughout this unit
in order to keep students organize in regards of topics
of writing the text. Graphic organizers will assist in
writing papers and writing reflections.

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:

Students will be able to
perform effectively through
use of guided notes in order
to demonstrate known
analysis of theme of the text.
(Assessments): Group discussion during guided notes will show students’ abilities to analyze and utilize their critical thinking
- Group Discussion skills as well as demonstrate known analysis of theme of the text. After a PowerPoint lecture about basic
- Open-Ended Note Taking interpretation of the theme of the text, students will work on a presentations to demonstrate personal
Questions reflections and expand on the ideas in the lectures.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:

Students will be able to do
close-reading of the text and
reflect their personal
thoughts of the play through
identifying textual evidence
with reflections and
journaling in a PowerPoint
presentation.
- PowerPoint Presentation
- Annotated Journals
Using Chromebooks and utilizing digital content on computers is a faster and quicker way for students to be
able to complete the work. Using a word processor (Word, Google Docs, etc.) students will be choosing quotes
from the text and identifying theme, and dissecting the story into parts and using quotes throughout the play
to reflect and analyze the text inter own words demonstrate critical thinking skills.. This will be done on
Chromebooks in class and outside of class.
Lesson 3 (Graphic Organizer)

Student Learning Objective: Acceptable Evidence: Lesson Activities:

Students will be able to draw
conclusions about the
characters and draw
effective analysis of theme of
the text and effectively
collaborate with another to
identify characterization or
theme throughout the play.
- Reflection Papers Students will be able to engage in group/class discussion prior to writing an analysis paper regarding
- MindMaps thematic elements or characterization in order to get ideas flowing. They will be brainstorming, but
essentially will be choosing a paper topic to write about before the paper is written. Students will be given an
assignment before the paper to brainstorm ideas using bubble maps/character charts, and information they
had analyzed in every assignment will be used writing one-page paper on the Chromebooks through the
content on their graphic organizers.

Unit Resources:

Romeo & Juliet, the entire play: http://shakespeare.mit.edu/romeo_juliet/full.html

No Fear, Shakespeare Romeo & Juliet: https://www.sparknotes.com/nofear/shakespeare/romeojuliet/page_4/
Shmoop Analysis Quizzes https://www.shmoop.com/romeo-and-juliet/quizzes.html
Romeo & Juliet Comprehension Quizzes https://www.gradesaver.com/romeo-and-juliet/study-guide/quiz1/
Visual Aid to reading http://www.canadianshakespeares.ca/folio/folio.html
Entire Play Translated https://myshakespeare.com/romeo-and-juliet
Jeopardy https://www.quia.com/cb/13306.html
Games https://www.quia.com/jg/270540.html
Youtube Videos: https://www.youtube.com/watch?v=dRrvQ1vZxcg
https://www.youtube.com/watch?v=I4kz-C7GryY
https://www.youtube.com/watch?v=YFrFePKJKVU

Useful Websites:

LiveBinder of Romeo & Juliet: Shakespeare’s background, Culture of the Era (History), Facts about Romeo & Juliet: http://www.livebinders.com/play/play?id=407922
LiveBinder of Romeo & Juliet: Study Guides, Overview, Breakdown of Play: http://www.livebinders.com/play/play?id=1411852