Digital Unit Plan Template

Unit Title: Romeo and Juliet Analysis Name: Christian Rivas

Content Area: English Classic Literature Grade Level: 9
CA Content Standard(s)/Common Core Standard(s):
CCSS.ELA-Literacy.RL.9.3 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.

CCSS.ELA-Literacy.RL.9.4 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 evok es a
sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.W.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.SL.9.1 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.
Big Ideas/Unit Goals:
In response to Romeo and Juliet, students will develop well-thought responses to the following questions:
How do the characters, major and minor, change throughout the play?

Does character development help advance themes? If so, how?

What literary tools (similes, metaphors, etc.) does Shakespeare use throughout the play? What effect do they have?

Additionally, students will:

Students will be able to identify figurative language in literature and discuss its effect.

Students will demonstrate an understanding of the English Shakespeare used, Early Modern English, through quizzes and discussions.

Students will engage in group discussions on different aspects pertaining to the play, such as characters, plot, theme, setting,
figurative language, etc.

Students will demonstrate that they accurately interpreted the content of the play through a presentation.
Students will be able to analyze how complex characters grow and advance the plot.
Unit Summary:
One of the challenges we will face in this unit is that Shakespeare used Early Modern English. Some of the words and phrases used in
the play have disappeared from our English. We will practice understanding and using Early Modern English to improve our over all
understanding of this play and other literary works from the same time period. We will do so with quizzes, discussions, and practice.
Once we have acquired basic understanding of Early Modern English, we will work towards analyzing and reflecting the content of the
play. We will look at figurative language and what it is and how it works in order to get a better and more thorough understanding of
the play. We will use worksheets and resources to help us learn about figurative language. We will also have class discussions in which
we analyze and interpret the play and learn from one another. During this unit, we will also analyze the dynamics of complex
characters. We will organize the characters and make note cards to keep track of their progression. There will be other small activities
throughout the unit which will help us reach our unit goals. At the end of the unit, students will get into groups and perform a scene
from the play in front of their peers to show an accurate understanding of the play.

Assessment Plan:
Entry-Level: Formative: Summative:
Brainstorm Character flashcards, Plot timeline, Early Unit test, Scene
Modern English quiz, Post-act performance/presentation
quickwrites

Lesson 1 (Teacher Lecture)

Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): Students will be required to go through a Prezi presentation titled Figurative
Students will be able to The Guided Notes will Language. Notes will be provided to go along with this presentation. These notes will
identify figurative be collected, graded, guide students towards learning about figurative language vs. just going through the
language in literature and passed back for presentation. Students will fill out the guided notes and provide answers when asked
and discuss its effects. studying purposes. The to. Additionally, we will discuss Shakespeares uses of figurative language when we
quizzes will also be read it in the play. There will be small quizzes throughout the unit to check for
graded, and we will understanding. Figurative language will also appear on the unit test near the end of this
discuss the correct unit.
answers following each
quiz to prepare to the
unit test.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: The Webercise The Webercise for this unit is based on characters and character development.
Students will have the worksheet will be Understanding what a characters purpose is and how they affect the plot is important.
ability to engage in collected and graded. First students will watch a video which discusses some common characteristics of
group discussions on Additionally, students characters, including great weaknesses. After watching the video, students will fill out
different aspects will be expected to the first part of the Webercise worksheet. Afterwards, students will use a linked site to
pertaining to the play, discuss their learnings help them learn about the different types of characters and how to distinguish them.
such as characters, in groups and with the This site will help students fill out the second part of the Webercise worksheet. Another
plot, theme, setting, class and tie them into link will be provided to help students understand character development. This link will
figurative language, the play. guide students towards filling out the last section of the Webercise worksheet.
etc.

Lesson 3 (Graphic Organizer)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students will turn in Students will create a graphic organizer where they identify all of the characters within
Students will be able to complete graphic the play, provide a quote from each character, explain why they chose the quote, and
analyze how complex organizers near the end describe what this quote says about the character. Additionally, students will create
characters grow and of the play. They will be flashcards for each character including basic information on the characters and their
advance the plot. graded and checked for personalities. As we progress through the play, the flashcards should get more in-
thoughtful answers depth.
(meaningful quotes and
good explanations).
Flashcards will also be
turned in and graded.
Details and depth are
important for the
flashcards.
Unit Resources:
https://www.youtube.com/watch?v=N4OHRLZQabc This video will help you through the Webercise worksheet.
http://learn.lexiconic.net/characters.htm
http://www.writersdigest.com/editor-blogs/guide-to-literary-agents/the-9-ingredients-of-character-development These two links will also
help you through the Webercise worksheet.
https://prezi.com/p/yxbcviyeqcwj/ Lesson 1 is based on the Prezi presentation. Use it to help you with the guided notes.
https://prezi.com/p/8iqdu9xvi0py/ This Prezi presentation has the instructions for your scene performance.
Useful Websites:
http://www.folgerdigitaltexts.org/html/Rom.html Full play
https://www.youtube.com/watch?v=dRrvQ1vZxcg&t=494s Summary of play (read it first)
http://literatureanalysiswithmrrivas.weebly.com/ All resources and worksheets can be found on this site.