Romeo and Juliet Unit Plan

Unit Title: The Myth and Reality of Romeo and Juliet
Course: Introduction to Literature and Writing: / Unit Length: 9 weeks
Date Created: 1/24/07 Revised: 6/12/07
Learner/Performance Objectives: The student will . . . / *Standards (e.g., CRS, IL State, Work Keys…)
1. Understand how he/she could avoid a similar situation.
2. Recognize the influence of family values on relationships.
3. Realize that suicide is permanent solution to a temporary problem.
4. Comprehend the fact that life is made up of choices that we determine.
5. Recognize the role of premonitions and hunches in decision making.
6. Grasp that good can come from what initially appears as a tragedy (catharsis).
7. Write a persuasive paper using proper MLA format.
8. Listen to proper pacing of Shakespearean language as shared by the teacher and professional actors.
9. Read and act out multiple scenes from the play. / CRS Reading 24-27
Illinois Learning Standards: 1.A.4a, 1.A.4b, 1.B.4a, 1.B.4c, 1.C.4a, 1.C.4b, 1.C.4d, 1.C.4e, 2.A.4a, 2.A.4b, 2.A.4d, 2.B.4c, 3.A.4, 3.C.4b, 4.A.4b, 5.B.4a
*(add complete standards to page 3)

Unit Components

Dramatic Terms / Plot/Setting / Characterization / Conflict/Goals / Subjects…Theme / Au. Techniques
Unit Vocabulary/ Concepts/Topics
•Act/scene
•Aside, soliloquy, monologue, irony (dramatic/situational)
•Pro/antagonist
•Tragic vs. pathetic
•Stage directions
•Set / Unit Vocabulary/ Concepts/Topics
•Exposition/Introduction
•Rising Action
•Climax
•Falling Action
•Denouement
•Verona & Mantua, Italy
•1500’s
•Fate, predestination
•Plague, black death / Unit Vocabulary/ Concepts/Topics
•Characterization
•Dialogue
•Diction
•Behavior
•Emotions
•Will / Unit Vocabulary/ Concepts/Topics
•Conflict vs. complication
•Man vs. man
•Man vs. nature
•Man vs. God
•Man vs. self
•Man vs. society / Unit Vocabulary/ Concepts/Topics
•Fate
•Free will
•Love
•Feuds
•Expectations
•Guidance
•Impulsivity
•Premonitions / Unit Vocabulary/ Concepts/Topics
•Poetry, sonnets
•Allusion
•Irony (dramatic and situational)
•Motif
•Hyperbole
•Foreshadowing
•Fig. language
•Personification
•Double entendres
Formative Assessment(s)
•Lit. Terms quiz
•Literary discussions / Formative Assessment(s)
•Literary discussions
•Scenes’ connection to plot structure / Formative Assessment(s)
•Character sketches
•Character analyses
•Discussions / Formative Assessment(s)
•Conflict discussions
•Alternative decision matrix / Formative Assessment(s)
•Sub/theme discussions
•Character analysis / Formative Assessment(s)
•Lit. Terms Quiz
•Discussions
•Scene Portrayals

Assessment Options: Selected response (e.g., multiple choice, matching, true/false); Constructed response (e.g., fill-in-the-blank, short answer, label); Product (e.g., essay, model, project); Performance (e.g., speech, recital, demonstration); Process (e.g., conferences, observations, logs)

Responses to Assessment Results (Correctives & Enrichment)
•Review quiz
•Diagnose results
•Re-teach
•Apply to new stories / •Label plot
•Re-teach
•Apply to movies / •Sketch Tiger Woods
•Use side by sides
•Fate with Pursuit of Happiness / •Character analysis
•Re-teach
•Sm. grp sessions
•Conflicts w/ other novels / •Re-teach
•Analyze classic stories’ subjects/themes / •Review quiz
•Extract lesser-known concepts
•”Little books”
Summative Assessment(s):
1) Multiple-choice quizzes over assigned scenes 2) Fill-in-the-blank quizzes over assigned scenes and unit vocabulary 3) MLA-formatted essay 4) Scene portrayals 5)Double-entry journals
Prerequisite Content and Learning Skills / Adaptations/Modifications/Accommodations
Some familiarity with Shakespearean language
An introduction to literary & dramatic terms
A sufficient reading ability / Use side by sides
Assign reading buddies
Use advance organizers
Add cooperative learning
Use recordings (audio and video)
Connect to all of Gardner’s Intelligences
Increase modalities (seeing, hearing, touching, feeling, tasting)
Resources and Materials
•Romeo and Juliet Baz Luhrmann and/or Franco Zeffirelli
•Text books (side by sides for low learners)
•Costumes

ACT College Readiness Standards: Reading

Curriculum Checklist (score range: 24-27)

Freshman Honors, Sophomore Average, Junior Prep

Question Stems / ACT
Skill Category / College Readiness Standards:
(skills to be mastered) / Skills Exercises:
Main Idea / Main Ideas
& Author's Approach / 1.  Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages.
2.  Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
3.  Summarize basic events and ideas in more challenging passages.
4.  Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in more challenging passages.
Supporting Details / 1.  Locate important details in more challenging passages.
2.  Locate and interpret minor or subtly stated details in uncomplicated passages.
3.  Discern which details, though they may appear in different sections throughout a passage, support important points in more challenging passages.
Inference / Sequential, Comparative,
& Cause-Effect Relationships / 1.  Order sequences of events in uncomplicated passages.
2.  Understand relationships between people, ideas, and so on in uncomplicated passages.
3.  Identify clear relationships between characters, ideas, and so on in more challenging literary narratives.
4.  Understand implied or subtly stated cause-effect relationships in uncomplicated passages.
5.  Identify clear cause-effect relationships in more challenging passages.
Meanings
of Words / 1.  Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages.
2.  Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in more challenging passages.
Generalizations
& Conclusions / 1.  Draw subtle generalizations and conclusions about characters, ideas, and so on in uncomplicated literary narratives.
2.  Draw generalizations and conclusions about people, ideas, and so on in more challenging passages.