Masen Morgan Unit Plan

‭Romeo‬‭and‬‭Juliet‬‭Unit‬‭Plan‬
‭Masen‬‭Morgan‬
‭EDUC‬‭495/496:‬‭Seminar‬‭in‬‭Teaching‬‭Methods‬‭(Secondary)‬‭/‬‭Student-Teaching‬‭Practicum‬
‭Professor‬‭Scott‬‭Gelber‬
‭May‬‭6,‬‭2024‬
‭Unit‬‭Overview‬
‭Unit‬‭Topic‬‭and‬‭Theme:‬‭In‬‭this‬‭three-week‬‭unit‬‭on‬‭"Romeo‬‭and‬‭Juliet,"‬‭students‬‭will‬‭delve‬‭deep‬
‭into‬‭the‬‭themes‬‭of‬‭love,‬‭conflict,‬‭fate,‬‭and‬‭identity‬‭as‬‭portrayed‬‭by‬‭Shakespeare.‬‭The‬‭overarching‬
‭goal‬‭is‬‭to‬‭not‬‭only‬‭understand‬‭these‬‭themes‬‭but‬‭also‬‭to‬‭critically‬‭analyze‬‭how‬‭they‬‭resonate‬‭with‬
‭contemporary‬‭society.‬‭Through‬‭close‬‭reading,‬‭language‬‭analysis,‬‭discussions,‬‭and‬‭creative‬
‭projects,‬‭students‬‭will‬‭develop‬‭their‬‭critical‬‭thinking,‬‭reading‬‭comprehension,‬‭language‬‭skills,‬
‭and‬‭speaking‬‭and‬‭listening‬‭abilities.‬
‭Standards‬‭Addressed:‬‭This‬‭unit‬‭aligns‬‭with‬‭the‬‭2017‬‭Massachusetts‬‭State‬‭Standards‬‭for‬‭English‬
‭Language‬‭Arts,‬‭specifically‬‭focusing‬‭on‬‭Reading‬‭Literature‬‭(RL),‬‭Speaking‬‭and‬‭Listening‬‭(SL),‬
‭and‬‭Language‬‭(L).‬‭Some‬‭specific‬‭goals‬‭met‬‭in‬‭lessons:‬
9‭ -10.L.4:‬‭“Determine‬‭or‬‭clarify‬‭the‬‭meaning‬‭of‬‭unknown‬‭and‬‭multiple-meaning‬‭words‬‭and‬‭phrases‬
‭based‬‭on‬‭grades‬‭9–10‬‭reading‬‭and‬‭content,‬‭choosing‬‭flexibly‬‭from‬‭a‬‭range‬‭of‬‭strategies.”‬
‭9-10.RL.4:‬‭“Determine‬‭the‬‭figurative‬‭or‬‭connotative‬‭meaning(s)‬‭of‬‭words‬‭and‬‭phrases‬‭as‬‭they‬‭are‬
‭used‬‭in‬‭a‬‭text;‬‭analyze‬‭the‬‭impact‬‭of‬‭words‬‭with‬‭multiple‬‭meanings,‬‭as‬‭well‬‭as‬‭symbols‬‭or‬
‭metaphors‬‭that‬‭extend‬‭throughout‬‭a‬‭text‬‭and‬‭shape‬‭its‬‭meaning.”‬
‭9-10.SL.1:‬‭“Initiate‬‭and‬‭participate‬‭effectively‬‭in‬‭a‬‭range‬‭of‬‭collaborative‬‭discussions‬‭(one-on-one,‬
‭in‬‭groups,‬‭and‬‭teacher-led)‬‭with‬‭diverse‬‭partners‬‭on‬‭grades‬‭9–10‬‭topics,‬‭texts,‬‭and‬‭issues,‬‭building‬
‭on‬‭others’‬‭ideas‬‭and‬‭expressing‬‭their‬‭own‬‭clearly‬‭and‬‭persuasively.”‬
‭9-10.L.1:‬‭“Demonstrate‬‭command‬‭of‬‭the‬‭conventions‬‭of‬‭standard‬‭English‬‭grammar‬‭and‬‭usage‬
‭when‬‭writing‬‭or‬‭speaking;‬‭retain‬‭and‬‭further‬‭develop‬‭language‬‭skills‬‭learned‬‭in‬‭previous‬‭grades.”‬
‭9-10.RL.3:‬‭“Analyze‬‭how‬‭complex‬‭characters‬‭(e.g.,‬‭those‬‭with‬‭multiple‬‭or‬‭conflicting‬
‭motivations)‬‭develop‬‭over‬‭the‬‭course‬‭of‬‭a‬‭text,‬‭interact‬‭with‬‭other‬‭characters,‬‭and‬‭advance‬‭the‬‭plot‬
‭or‬‭develop‬‭the‬‭theme.”‬
‭Central‬‭Learning‬‭Goal(s):‬‭By‬‭the‬‭end‬‭of‬‭this‬‭unit,‬‭students‬‭will‬‭be‬‭able‬‭to‬‭critically‬‭analyze‬‭the‬
‭themes‬‭and‬‭language‬‭of‬‭"Romeo‬‭and‬‭Juliet,"‬‭demonstrate‬‭reading‬‭comprehension‬‭skills,‬‭engage‬
‭in‬‭thoughtful‬‭discussions,‬‭and‬‭effectively‬‭communicate‬‭their‬‭ideas‬‭orally‬‭and‬‭in‬‭writing.‬‭The‬
‭content‬‭goal‬‭engages‬‭students‬‭by‬‭demanding‬‭higher-level‬‭thinking‬‭across‬‭multiple‬‭dimensions.‬‭It‬
‭prompts‬‭students‬‭to‬‭move‬‭beyond‬‭surface-level‬‭understanding‬‭and‬‭encourages‬‭them‬‭to‬‭delve‬
‭deeply‬‭into‬‭the‬‭complexities‬‭of‬‭Shakespearean‬‭language‬‭and‬‭the‬‭nuanced‬‭themes‬‭of‬‭the‬‭play.‬
‭This‬‭goal‬‭fosters‬‭critical‬‭thinking‬‭as‬‭students‬‭analyze‬‭character‬‭motivations,‬‭explore‬‭the‬‭interplay‬
‭of‬‭themes‬‭throughout‬‭the‬‭text,‬‭and‬‭make‬‭connections‬‭between‬‭the‬‭narrative‬‭and‬‭real-world‬
‭contexts.‬‭Engaging‬‭in‬‭thoughtful‬‭discussions‬‭requires‬‭students‬‭to‬‭synthesize‬‭their‬‭understanding,‬
‭articulate‬‭their‬‭perspectives,‬‭and‬‭engage‬‭with‬‭diverse‬‭viewpoints,‬‭promoting‬‭intellectual‬
‭discourse‬‭and‬‭empathy.‬‭Lastly,‬‭the‬‭emphasis‬‭on‬‭effective‬‭communication,‬‭both‬‭orally‬‭and‬‭in‬
‭writing,‬‭challenges‬‭students‬‭to‬‭express‬‭their‬‭insights‬‭clearly‬‭and‬‭persuasively,‬‭developing‬
‭essential‬‭skills‬‭for‬‭academic‬‭and‬‭professional‬‭success.‬‭Overall,‬‭this‬‭content‬‭goal‬‭stimulates‬
‭students'‬‭cognitive‬‭abilities,‬‭encourages‬‭analytical‬‭thinking,‬‭and‬‭cultivates‬‭a‬‭deeper‬‭appreciation‬
‭for‬‭literature‬‭and‬‭language.‬
‭Essential‬‭Question:‬‭How‬‭do‬‭the‬‭themes‬‭of‬‭love,‬‭conflict,‬‭fate,‬‭and‬‭identity‬‭in‬‭"Romeo‬‭and‬
‭Juliet"‬‭resonate‬‭with‬‭contemporary‬‭society,‬‭and‬‭how‬‭can‬‭we‬‭analyze‬‭Shakespeare's‬‭language‬‭to‬
‭deepen‬‭our‬‭understanding‬‭of‬‭these‬‭themes?‬
‭Project-Based‬‭Assessment:‬‭As‬‭a‬‭culminating‬‭project,‬‭students‬‭will‬‭work‬‭in‬‭groups‬‭to‬‭create‬‭an‬
‭adaptation‬‭of‬‭a‬‭scene‬‭from‬‭"Romeo‬‭and‬‭Juliet,"‬‭incorporating‬‭their‬‭understanding‬‭of‬‭the‬‭themes‬
‭and‬‭language.‬‭This‬‭assessment‬‭not‬‭only‬‭evaluates‬‭their‬‭comprehension‬‭and‬‭critical‬‭thinking‬‭but‬
‭also‬‭their‬‭ability‬‭to‬‭apply‬‭their‬‭knowledge‬‭creatively.‬
‭Emphasis‬‭on‬‭Critical‬‭Thinking‬‭&‬‭Skill/Habit/Procedure:‬‭Throughout‬‭the‬‭unit,‬‭students‬‭will‬
‭engage‬‭in‬‭close‬‭reading‬‭of‬‭key‬‭passages,‬‭analyze‬‭character‬‭motivations‬‭and‬‭development,‬
‭compare‬‭and‬‭contrast‬‭themes‬‭across‬‭different‬‭acts,‬‭and‬‭participate‬‭in‬‭discussions‬‭based‬‭in‬
‭complex‬‭ideas.‬‭The‬‭skill/habit/procedure‬‭emphasized‬‭is‬‭close‬‭reading‬‭and‬‭textual‬‭analysis,‬‭where‬
‭students‬‭learn‬‭to‬‭dissect‬‭Shakespearean‬‭language‬‭for‬‭deeper‬‭meaning‬‭and‬‭thematic‬‭connections.‬
‭Every‬‭day,‬‭as‬‭we‬‭read‬‭and‬‭watched,‬‭I‬‭encouraged‬‭students‬‭to‬‭pause‬‭and‬‭reflect‬‭on‬‭words‬‭and‬
‭phrases‬‭they‬‭were‬‭unfamiliar‬‭with‬‭and‬‭using‬‭the‬‭resources‬‭at‬‭their‬‭disposal‬‭to‬‭uncover‬‭what‬‭they‬
‭mean‬‭(oftentimes,‬‭using‬‭context‬‭clues,‬‭their‬‭seat‬‭partner,‬‭or‬‭the‬‭internet).‬
‭Backward‬‭Planning:‬‭The‬‭unit‬‭was‬‭planned‬‭backward‬‭from‬‭the‬‭central‬‭learning‬‭goal‬‭of‬‭deep‬
‭thematic‬‭and‬‭linguistic‬‭analysis.‬‭Assessments‬‭include‬‭close‬‭reading‬‭questions,‬‭group‬‭discussions,‬
‭short‬‭written‬‭reflections‬‭on‬‭character‬‭development,‬‭a‬‭quiz‬‭on‬‭vocabulary‬‭and‬‭characters,‬‭and‬‭the‬
‭final‬‭project-based‬‭assessment.‬‭Resources‬‭beyond‬‭the‬‭book‬‭include‬‭online‬‭annotations‬‭of‬‭the‬
‭play,‬‭multimedia‬‭clips‬‭of‬‭performances,‬‭and‬‭No‬‭Fear‬‭Shakespeare‬‭Translation‬‭resources.‬
‭Calendar‬
‭Monday‬ ‭Tuesday‬ ‭Wednesday‬ ‭Thursday‬ ‭Friday‬
4‭ /1‬ 4‭ /2‬ ‭ /3‬

4 ‭ /4‬
4 ‭ /5‬
4
‭Shakespearean‬ ‭Shakespearean‬ ‭Sonnet‬ ‭Romeo‬‭and‬ ‭Crash‬‭Course‬
‭Language‬ ‭Language‬‭+‬ ‭Differentiation‬ ‭Juliet‬ ‭Romeo‬‭and‬
‭Songs‬‭in‬ ‭Anticipation‬ ‭Juliet‬
‭Shakespearean‬ ‭Guide‬
‭Language‬
4‭ /8‬ 4‭ /9‬ ‭ /10‬

4 ‭ /11‬
4 ‭ /12‬
4
‭Prologue‬ ‭1.1-1.4‬ ‭Close‬‭Read‬‭1.5‬ ‭2.1-2.2‬ ‭2.3-2.6‬
‭Close‬‭Read‬‭1.4‬ ‭Close‬‭Read‬‭2.2‬
4‭ /22‬ 4‭ /23‬ ‭ /24‬

4 ‭ /25‬
4 ‭ /26‬
4
‭3.1‬‭Close‬‭Read‬ ‭3.2-3.4‬ ‭3.5‬‭Close‬‭Read‬ ‭4.1-4.5‬ ‭Quiz‬‭Day‬
‭4.3‬‭Close‬‭Read‬
4‭ /29‬ 4‭ /30‬ ‭ /1‬

5 ‭ /2‬
5 ‭ /3‬
5
‭5.1-5.3‬ ‭Introduce‬ ‭Project‬‭Work‬ ‭Project‬‭Work‬ ‭Presentation‬‭Day‬
‭5.3‬‭Close‬‭Read‬ ‭Project‬ ‭Day‬ ‭Day‬
‭Lesson‬‭plans‬
‭4/1‬‭Shakespearean‬‭Language‬‭Lesson‬‭Plan‬
‭ BJECTIVE:‬‭Students‬‭will‬‭be‬‭able‬‭to:‬‭identify‬‭and‬‭apply‬‭the‬‭meaning‬‭of‬‭unknown‬‭words‬‭from‬
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‭Elizabethan‬‭England,‬‭in‬‭order‬‭to‬‭apply‬‭them‬‭while‬‭reading‬‭a‬‭play‬‭from‬‭Elizabethan‬‭England.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭identify‬‭the‬‭meaning‬‭of‬‭unknown‬
‭language‬‭from‬‭Elizabethan‬‭England.‬
‭MA‬‭Standard(s):‬‭9-10.L.4:‬‭“Determine‬‭or‬‭clarify‬‭the‬‭meaning‬‭of‬‭unknown‬‭and‬‭multiple-meaning‬‭words‬
‭and‬‭phrases‬‭based‬‭on‬‭grades‬‭9–10‬‭reading‬‭and‬‭content,‬‭choosing‬‭flexibly‬‭from‬‭a‬‭range‬‭of‬‭strategies.”‬
‭Social‬‭Justice/Cultural‬‭Responsiveness:‬‭How‬‭will‬‭you‬‭feature‬‭multicultural‬‭content,‬‭connections‬‭to‬
‭student‬‭POVs,‬‭social‬‭justice‬‭issues,‬‭student‬‭control,‬‭multiple‬‭communication‬‭styles,‬‭and/or‬‭high‬
‭expectations‬‭for‬‭all?‬
‭-‬ ‭Historical‬‭and‬‭social‬‭context‬
‭-‬ ‭Language‬‭and‬‭power‬‭dynamics‬
‭-‬ ‭Inclusive‬‭language‬
‭Materials‬‭Needed‬
‭-‬ ‭Kahoot:‬‭https://create.kahoot.it/details/2e9d52dc-9518-41bd-9c71-7f9c5ae38fc2‬
‭-‬ 01 + 02 Shakespearean Language - Syntax
‭-‬ 01 + 02 Shakespearean Language - Common Words + Game (Answer Key) ‭printed‬‭x5‬
‭-‬ ‭https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson1031/terms.pdf‬‭Printed‬‭x15‬
‭-‬ 01 + 02 Shakespearean Language - Common Words + Game Worksheet ‭printed‬‭x30‬

‭ PENER:‬‭How‬‭will‬‭you‬‭introduce‬‭the‬‭topic‬‭of‬‭the‬‭day‬‭&‬‭generate‬‭interest?‬‭What‬‭will‬‭they‬‭be‬‭learning‬
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‭and‬‭why‬‭should‬‭they‬‭care?‬‭Consider:‬‭giving‬‭choices,‬‭real‬‭world‬‭or‬‭personal‬‭connections,‬‭games,‬‭suspense,‬
‭movement,‬‭tech,‬‭big‬‭ideas,‬‭goal-setting,‬‭&/or‬‭social‬‭justice.‬‭The‬‭engaging‬‭element‬‭does‬‭not‬‭need‬‭to‬‭happen‬
‭at‬‭the‬‭start‬‭–‬‭it‬‭can‬‭be‬‭the‬‭main‬‭activity.‬‭In‬‭that‬‭case,‬‭the‬‭opener‬‭can‬‭consist‬‭of‬‭brief‬‭remarks‬‭by‬‭the‬‭teacher.‬
‭What‬‭will‬‭you‬‭say/do?‬
‭ ahoot:‬‭Shakespearean‬‭Language‬
K
‭https://create.kahoot.it/details/2e9d52dc-9518-41bd-9c71-7f9c5ae38fc2‬
‭Prereading‬‭strategy-‬‭preview/prequiz‬‭to‬‭assess‬‭current‬‭understanding‬
‭MODELING‬‭:‬‭How‬‭will‬‭you‬‭demonstrate‬‭excellent‬‭work?‬‭Consider:‬‭a‬‭think-aloud‬‭or‬‭asking‬‭students‬‭to‬
‭examine‬‭a‬‭sample‬‭and/or‬‭rubric.‬‭This‬‭section‬‭can‬‭be‬‭skipped‬‭if‬‭expectations‬‭have‬‭been‬‭set‬‭in‬‭prior‬‭lessons.‬
01 + 02 Shakespearean Language - Syntax
‭Brief‬‭mini-lesson‬‭on‬‭Shakesperean‬‭syntax/break‬‭in‬‭traditional‬‭syntax‬‭order‬‭(I,‬‭we,‬‭you)‬
‭ACTIVITY‬‭:‬‭What‬‭are‬‭the‬‭scaffolds?‬‭(previews/organizers/steps/roles...).‬‭Will‬‭you‬‭complete‬‭a‬
‭step/problem/example‬‭together?‬‭How‬‭will‬‭you‬‭check‬‭understanding‬‭mid-lesson?‬‭Double-Check‬‭:‬‭does‬‭the‬
‭activity‬‭align‬‭with‬‭the‬‭objective?‬
‭What‬‭will‬‭you‬‭say/do?‬ ‭What‬‭will‬‭students‬‭say/do?‬
01 + 02 Shakespearean Language - Common … ‭Students‬‭will‬‭work‬‭in‬‭groups‬‭of‬‭2-4‬‭to‬‭complete‬‭the‬
‭Give‬‭each‬‭student‬‭a‬‭worksheet‬‭and‬‭access‬‭to‬‭the‬ ‭worksheet.‬‭When‬‭they‬‭are‬‭finished,‬‭complete‬‭the‬
‭Elizabethan→Modern‬‭terms‬‭site.‬‭They‬‭can‬‭work‬‭in‬ ‭Exit‬‭Ticket.‬
‭groups‬‭of‬‭2-4‬‭to‬‭figure‬‭out‬‭what‬‭the‬‭words‬‭are.‬‭Once‬
‭they‬‭complete‬‭it,‬‭come‬‭check‬‭it‬‭against‬‭my‬‭list‬
‭(ungraded)‬
‭SUMMARY/ASSESSMENT‬‭:‬‭How‬‭will‬‭you‬‭(or‬‭students)‬‭sum‬‭up‬‭the‬‭main‬‭idea(s)?‬‭How‬‭will‬‭you‬‭know‬‭if‬
‭students‬‭achieved‬‭the‬‭objective?‬
‭Exit‬‭Ticket:‬
‭Choose‬‭one‬‭word‬‭from‬‭our‬‭list‬‭today‬‭(Elizabethan‬‭words)‬‭that‬‭is‬‭the‬‭most‬‭interesting‬‭to‬‭you‬‭or‬‭the‬‭most‬
‭difficult‬‭for‬‭you.‬‭Why‬‭do‬‭you‬‭like‬‭it/what‬‭about‬‭it‬‭confuses‬‭you?‬
‭My‬‭favorite‬‭word‬‭from‬‭our‬‭list‬‭today‬‭is‬‭___‬‭because…‬
‭The‬‭most‬‭difficult‬‭word‬‭from‬‭our‬‭list‬‭today‬‭is‬‭___‬‭because…‬
‭4/1‬‭Student‬‭work:‬
‭4/2‬‭Songs‬‭in‬‭Elizabethan‬‭Language‬‭Lesson‬‭Plan‬
‭ BJECTIVE:‬‭Students‬‭will‬‭compare‬‭and‬‭contrast‬‭song‬‭lyrics‬‭in‬‭modern‬‭English‬‭with‬‭their‬‭translations‬
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‭into‬‭Elizabethan‬‭Shakespearean‬‭language.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭recognize‬‭familiar‬‭songs‬‭that‬‭have‬
‭been‬‭“translated”‬‭into‬‭Elizabethan‬‭English.‬
‭MA‬‭Standard(s):‬‭9-10.L.4:‬‭“Determine‬‭or‬‭clarify‬‭the‬‭meaning‬‭of‬‭unknown‬‭and‬‭multiple-meaning‬‭words‬
‭and‬‭phrases‬‭based‬‭on‬‭grades‬‭9–10‬‭reading‬‭and‬‭content,‬‭choosing‬‭flexibly‬‭from‬‭a‬‭range‬‭of‬‭strategies.”‬
‭-‬ ‭Diverse‬‭Song‬‭Selection:‬‭Choose‬‭songs‬‭from‬‭a‬‭variety‬‭of‬‭cultures‬‭and‬‭languages‬‭to‬‭ensure‬
‭representation‬‭and‬‭inclusivity.‬‭Include‬‭songs‬‭that‬‭reflect‬‭different‬‭experiences,‬
‭perspectives,‬‭and‬‭social‬‭justice‬‭themes.‬
‭-‬ ‭Translation‬‭Process:‬‭Explain‬‭the‬‭process‬‭of‬‭translating‬‭modern‬‭lyrics‬‭into‬‭Elizabethan‬
‭sonnets.‬‭Highlight‬‭the‬‭similarities‬‭and‬‭differences‬‭in‬‭language,‬‭structure,‬‭and‬‭themes‬
‭between‬‭contemporary‬‭music‬‭and‬‭classical‬‭poetry.‬
‭-‬ 01 + 02 Shakespeare Songs Modern English Lyrics
‭-‬ 01 + 02 Shakespearean Songs Worksheet ‭print‬‭x30‬

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translating Anti-Hero by Taylour Swift into Y…
William Shakespeare & The Quills Song! … ‭Possible‬‭student‬‭answers:‬
‭ o‬‭Now:‬‭How‬‭did‬‭changing‬‭the‬‭words‬‭to‬‭fit‬‭the‬
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‭Elizabethan‬‭style‬‭show‬‭how‬‭language‬‭has‬‭changed‬ ‭-‬ ‭Changing‬‭the‬‭words‬‭to‬‭fit‬‭the‬‭Elizabethan‬
‭over‬‭time?‬‭What‬‭words‬‭or‬‭phrases‬‭were‬‭changed,‬
‭and‬‭how‬‭did‬‭this‬‭affect‬‭what‬‭the‬‭song‬‭means‬‭and‬ ‭style‬‭showed‬‭how‬‭language‬‭evolves‬‭over‬
‭how‬‭we‬‭understand‬‭it?‬
‭time.‬‭They‬‭changed‬‭words‬‭like‬‭'you'‬‭to‬‭'thou'‬
‭ hanging‬‭the‬‭words‬‭to‬‭fit‬‭the‬‭Elizabethan‬‭style‬
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‭showed…‬ ‭and‬‭'your'‬‭to‬‭'thy',‬‭and‬‭it‬‭affected‬‭our‬
_‭ _____‬‭were‬‭some‬‭of‬‭the‬‭words‬‭that‬‭were‬‭changed,‬ ‭understanding‬‭of‬‭the‬‭song‬‭because‬‭it‬
‭and‬‭it‬‭affected‬‭our‬‭understanding‬‭of‬‭the‬‭song…‬
‭sounded‬‭more‬‭formal‬‭and‬‭old-fashioned‬
‭-‬ ‭Changing‬‭the‬‭words‬‭to‬‭fit‬‭the‬‭Elizabethan‬
‭style‬‭showed‬‭how‬‭much‬‭language‬‭has‬
‭changed‬‭since‬‭Shakespeare's‬‭time.‬‭Words‬
‭like‬‭'shall'‬‭instead‬‭of‬‭'will'‬‭were‬‭some‬‭of‬‭the‬
‭changes‬‭made,‬‭and‬‭it‬‭affected‬‭our‬
‭understanding‬‭of‬‭the‬‭song‬‭because‬‭it‬‭made‬‭it‬
‭sound‬‭more‬‭poetic‬‭and‬‭traditional.‬
‭What‬‭will‬‭students‬‭say/do?‬
‭We‬‭will‬‭do‬‭the‬‭first‬‭song‬‭example,‬‭based‬‭off‬‭the‬
‭Students‬‭will‬‭follow‬‭along‬‭as‬‭I‬‭complete‬‭the‬‭first‬
‭theme‬‭song‬‭for‬‭the‬‭Fresh‬‭Prince‬‭of‬‭Bel-Air.‬‭I‬‭will‬
‭quatrain,‬‭and‬‭will‬‭respond‬‭as‬‭I‬‭ask‬‭questions‬‭to‬‭help‬
‭point‬‭out‬‭how‬‭to‬‭spot‬‭key‬‭words‬‭to‬‭gain‬‭the‬
‭determine‬‭the‬‭meaning‬‭of‬‭each‬‭quatrain,‬‭and‬‭then‬
‭understanding‬‭of‬‭the‬‭song/clues‬‭to‬‭identifying‬‭it.‬
‭putting‬‭them‬‭all‬‭together‬‭to‬‭discover‬‭what‬‭the‬
‭Breaking‬‭down‬‭words‬‭we‬‭don’t‬‭understand‬‭and‬
‭modern‬‭song‬‭is.‬
‭using‬‭the‬‭key‬‭at‬‭the‬‭bottom‬‭to‬‭help‬‭guide‬‭me.‬
‭What‬‭will‬‭students‬‭say/do?‬
‭Have‬‭the‬‭students‬‭work‬‭in‬‭their‬‭pairs‬‭to‬‭analyze‬‭a‬
‭Students‬‭will‬‭be‬‭assigned‬‭one‬‭sonnet‬‭per‬‭group‬
‭song,‬‭following‬‭the‬‭model‬‭we‬‭completed‬‭together.‬
‭based‬‭on‬‭readiness,‬‭and‬‭will‬‭follow‬‭the‬‭model‬‭from‬
‭If‬‭a‬‭group‬‭finishes‬‭early,‬‭they‬‭will‬‭be‬‭instructed‬‭to‬ ‭before‬‭to‬‭break‬‭each‬‭quatrain‬‭down‬‭to‬‭determine‬
‭complete‬‭another‬‭song.‬ ‭which‬‭modern‬‭song‬‭it‬‭is.‬
‭After‬‭this,‬‭I‬‭will‬‭have‬‭the‬‭pairs‬‭combine‬‭into‬‭their‬
‭larger‬‭groups‬‭(song‬‭1,‬‭2,‬‭3)‬‭and‬‭discuss‬‭how‬‭they‬
‭got‬‭to‬‭their‬‭answer.‬
‭Exit‬‭Ticket:‬‭What‬‭did‬‭you‬‭notice‬‭completing‬‭this‬‭activity?‬‭What‬‭clues‬‭did‬‭you‬‭use‬‭to‬‭help‬‭you‬‭identify‬‭the‬
‭meaning‬‭of‬‭the‬‭song?‬‭How‬‭can‬‭you‬‭use‬‭these‬‭skills‬‭while‬‭we‬‭read‬‭Romeo‬‭and‬‭Juliet?‬
‭When‬‭completing‬‭the‬‭activity,‬‭I‬‭used‬‭(this‬‭skill)‬‭to‬‭identify‬‭clues‬‭and‬‭the‬‭meaning‬‭of‬‭the‬‭song.‬
‭I‬‭can‬‭use‬‭these‬‭skills‬‭while‬‭we‬‭read‬‭Romeo‬‭and‬‭Juliet‬‭by…‬
‭4/2‬‭Student‬‭Work:‬
‭4/3‬‭Sonnet‬‭Differentiation‬‭Lesson‬‭Plan‬
‭ BJECTIVE:‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭annotate‬‭a‬‭Shakespearean‬‭sonnet‬‭and‬‭explain‬‭the‬‭meaning‬‭at‬‭the‬
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‭core‬‭of‬‭the‬‭sonnet.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭use‬‭context-ridden‬‭words‬‭to‬
‭understand‬‭the‬‭quatrains‬‭of‬‭a‬‭Shakespearean‬‭sonnet.‬
‭MA‬‭Standard(s):‬‭9-10.RL.4:‬‭“Determine‬‭the‬‭figurative‬‭or‬‭connotative‬‭meaning(s)‬‭of‬‭words‬‭and‬‭phrases‬
‭as‬‭they‬‭are‬‭used‬‭in‬‭a‬‭text;‬‭analyze‬‭the‬‭impact‬‭of‬‭words‬‭with‬‭multiple‬‭meanings,‬‭as‬‭well‬‭as‬‭symbols‬‭or‬
‭-‬ ‭Voice/Interpretation‬‭variability‬
‭-‬ ‭Historical‬‭context‬
‭-‬ ‭Cultural‬‭sensitivity‬
‭-‬ ‭Global‬‭perspectives‬
‭-‬ Sonnets
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‭“Hard‬‭to‬‭be‬‭the‬‭Bard”-‬‭Iambic‬‭Pentameter‬‭Clip‬‭(1:26-3:15)‬
Music Video: "Hard to Be the Bard" Starring Christian Borle from "Something Rotten!"
‭Lesson‬‭on‬‭Sonnets‬
‭-‬ ‭Iambic‬‭Pentameter‬
‭-‬ ‭5‬‭sets‬‭of‬‭unstressed-stressed‬‭syllable‬‭pairs‬‭called‬‭“feet”‬
‭-‬ ‭14‬‭lines‬‭(3‬‭quatrains‬‭+‬‭a‬‭rhyming‬‭couplet)‬
‭-‬ ‭Oftentimes‬‭about‬‭love‬‭or‬‭nature‬
‭-‬ ‭Shakespearean‬‭(4‬‭x3‬‭+2)‬‭or‬‭Petrarchan‬‭(8‬‭+‬‭6)‬
‭I‬‭will‬‭complete‬‭a‬‭model‬‭annotation‬‭of‬‭a‬‭sonnet,‬‭breaking‬‭it‬‭down‬‭into‬‭each‬‭quatrain,‬‭paraphrasing,‬‭choosing‬
‭the‬‭most‬‭impactful‬‭line,‬‭and‬‭then‬‭connecting‬‭each‬‭quatrain‬‭to‬‭get‬‭the‬‭main‬‭“point”‬‭of‬‭the‬‭sonnet.‬
‭Based‬‭on‬‭readiness,‬‭I‬‭will‬‭assign‬‭each‬‭student‬‭to‬‭one‬‭of‬‭three‬‭sonnets‬‭(distinguished‬‭by‬‭difficulty‬‭of‬‭terms‬
‭and‬‭sophistication‬‭of‬‭themes).‬
‭Students‬‭will,‬‭following‬‭the‬‭model,‬‭complete‬‭the‬‭annotation‬‭of‬‭their‬‭own‬‭sonnet,‬‭either‬‭on‬‭their‬‭own‬‭or‬
‭with‬‭a‬‭partner‬‭with‬‭the‬‭same‬‭sonnet.‬
‭Collect‬‭the‬‭sonnets‬‭and‬‭check‬‭correctness.‬
‭4/8‬‭R+J‬‭Prologue‬‭Lesson‬‭Plan‬
‭ BJECTIVE:‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭break‬‭down‬‭the‬‭Prologue‬‭from‬‭R+J,‬‭explaining‬‭how‬‭it‬‭relates‬‭to‬
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‭the‬‭play‬‭and‬‭the‬‭use‬‭of‬‭foreshadowing.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭recognize‬‭a‬‭sonnet,‬‭break‬‭it‬‭into‬
‭quatrains+couplet,‬‭and‬‭paraphrase‬‭each‬‭part.‬
‭MA‬‭Standard(s):‬‭9-10.RL.4:‬‭“Determine‬‭the‬‭figurative‬‭or‬‭connotative‬‭meaning(s)‬‭of‬‭words‬‭and‬‭phrases‬
‭as‬‭they‬‭are‬‭used‬‭in‬‭a‬‭text;‬‭analyze‬‭the‬‭impact‬‭of‬‭words‬‭with‬‭multiple‬‭meanings,‬‭as‬‭well‬‭as‬‭symbols‬‭or‬
‭-‬ ‭Voice/Interpretation‬‭variability‬
‭-‬ ‭Historical‬‭context‬
‭-‬ ‭Cultural‬‭sensitivity‬
‭-‬ ‭Global‬‭perspectives‬
‭-‬ Romeo and Juliet ‭-‬‭Family‬‭tree‬‭Image‬
‭-‬ Performance Rubric
‭-‬ ‭Big‬‭paper‬‭x4‬
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‭ ased‬‭on‬‭your‬‭reading‬‭for‬‭homework,‬‭predict‬‭what‬
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‭themes‬‭will‬‭be‬‭present‬‭in‬‭Romeo‬‭and‬‭Juliet.‬ ‭Themes‬‭students‬‭may‬‭discuss‬
‭-‬ ‭Starcrossed‬‭lovers‬
‭-‬ ‭Death/loss‬
‭-‬ ‭Warring‬‭families‬
‭-‬ ‭Nature/violence‬
‭-‬ ‭Secrets‬‭and‬‭secret‬‭love‬
‭Read‬‭through‬‭the‬‭prologue‬‭together‬
‭Follow‬‭along‬‭as‬‭we‬‭complete‬‭the‬‭same‬‭steps‬‭as‬‭the‬
‭ reak‬‭down‬‭the‬‭prologue‬‭line‬‭by‬‭line,‬‭explaining‬
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‭difficult‬‭vocabulary‬‭and‬‭concepts.‬‭Model‬‭how‬‭to‬ ‭past‬‭2‬‭days,‬‭marking‬‭up‬‭their‬‭own‬‭sheets‬‭as‬‭we‬‭go.‬
‭identify‬‭the‬‭rhyme‬‭scheme‬‭(ABABCDCDEFEFGG)‬
‭and‬‭iambic‬‭pentameter.‬
‭ nalyze‬‭the‬‭themes‬‭introduced‬‭in‬‭the‬‭prologue,‬‭such‬
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‭as‬‭fate,‬‭love,‬‭and‬‭tragedy.‬‭Model‬‭how‬‭to‬‭extract‬
‭these‬‭themes‬‭from‬‭the‬‭text.‬
‭Point‬‭out‬‭literary‬‭devices‬‭used‬‭by‬‭Shakespeare‬
‭Recitation‬‭activity‬
‭-‬ ‭Split‬‭the‬‭group‬‭into‬‭the‬‭sets‬‭of‬‭quatrains‬‭and‬‭couplet.‬
‭-‬ ‭Write‬‭each‬‭quatrain‬‭on‬‭their‬‭sheet‬‭of‬‭paper.‬
‭-‬ ‭Each‬‭group‬‭will‬‭break‬‭down‬‭their‬‭quatrain,‬‭and‬‭prepare‬‭to‬‭recite‬‭it‬
‭-‬ ‭Each‬‭group,‬‭in‬‭order,‬‭will‬‭recite‬‭their‬‭quatrain.‬
‭Family‬‭Tree‬
‭Grade‬‭the‬‭annotations‬‭based‬‭on‬‭the‬‭rubric‬‭provided‬‭to‬‭the‬‭students‬
‭4/9‬‭Act‬‭1‬‭1-4;‬‭Close‬‭read‬‭1.4‬‭Lesson‬‭Plan‬
‭ BJECTIVE:‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭describe‬‭the‬‭use‬‭of‬‭friendship‬‭and‬‭familial‬‭ties‬‭in‬‭R+J‬‭,‬‭including‬
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‭the‬‭concept‬‭of‬‭loyalty‬‭and‬‭blind‬‭loyalty.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭define‬‭loyalty‬‭and‬‭blind‬‭loyalty,‬
‭and‬‭give‬‭a‬‭real-world‬‭example.‬
‭MA‬‭Standard(s):‬‭9-10.RL.3:‬‭“Analyze‬‭how‬‭complex‬‭characters‬‭(e.g.,‬‭those‬‭with‬‭multiple‬‭or‬‭conflicting‬
‭motivations)‬‭develop‬‭over‬‭the‬‭course‬‭of‬‭a‬‭text,‬‭interact‬‭with‬‭other‬‭characters,‬‭and‬‭advance‬‭the‬‭plot‬‭or‬
‭develop‬‭the‬‭theme.”‬
‭-‬ ‭Gender‬‭roles‬‭and‬‭expectations‬
‭-‬ ‭Cultural‬‭norms‬‭and‬‭expectations‬
‭-‬ ‭Power‬‭dynamics‬
‭-‬ ‭Language‬‭and‬‭communication‬
‭-‬ 01+02 1.1-1.3 Guided Reading
‭-‬ 01+02 1.4 Close Read

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‭Do‬‭Now:‬
‭Possible‬‭student‬‭responses:‬
‭How‬‭would‬‭you‬‭define‬‭“blind‬‭loyalty”?‬
‭ hat‬‭are‬‭the‬‭consequences‬‭of‬‭blind‬‭loyalty?‬‭Try‬‭to‬
W ‭-‬ ‭Blind‬‭loyalty‬‭is‬‭unquestioning‬‭allegiance‬
‭think‬‭of‬‭a‬‭real‬‭world‬‭example‬‭of‬‭blindly‬‭following‬‭a‬
‭group‬‭of‬‭people‬‭because‬‭of‬‭their‬ ‭without‬‭critical‬‭thinking‬‭or‬‭evaluation.‬‭The‬
‭name/title/nationality/etc.‬
‭consequences‬‭of‬‭blind‬‭loyalty‬‭can‬‭lead‬‭to‬
‭ lind‬‭loyalty‬‭is…‬‭The‬‭consequences‬‭of‬‭blind‬‭loyalty‬
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‭are…‬‭A‬‭real‬‭world‬‭example‬‭of‬‭blind‬‭loyalty‬‭is…‬ ‭ignoring‬‭harmful‬‭actions‬‭or‬‭beliefs.‬‭A‬
‭real-world‬‭example‬‭of‬‭blind‬‭loyalty‬‭is‬
‭blindly‬‭supporting‬‭a‬‭political‬‭leader‬‭despite‬
‭evidence‬‭of‬‭corruption.‬
‭-‬ ‭The‬‭consequences‬‭of‬‭blind‬‭loyalty‬‭may‬
‭include‬‭perpetuating‬‭injustice‬‭or‬
‭discrimination.‬‭A‬‭real-world‬‭example‬‭of‬
‭blind‬‭loyalty‬‭is‬‭following‬‭a‬‭celebrity's‬‭advice‬
‭without‬‭considering‬‭its‬‭validity.‬
‭Read‬‭R+J‬‭1.1-1.3‬
‭-‬ ‭Students‬‭will‬‭follow‬‭along‬‭as‬‭we‬‭watch‬‭and‬
‭ ollow‬‭along‬‭to‬‭pause‬‭and‬‭answer‬‭questions‬‭on‬
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‭sheet‬ ‭read‬‭the‬‭scenes,‬‭(while‬‭we‬‭read,‬‭it‬‭will‬‭be‬
‭1.4‬‭Close‬‭Read‬‭Worksheet‬ ‭split‬‭into‬‭roles‬‭so‬‭we‬‭can‬‭have‬‭student‬
‭Read‬‭and‬‭watch‬‭1.1-1.4‬ ‭readers)‬
‭-‬ ‭Students‬‭will,‬‭as‬‭we‬‭watch‬‭and‬‭read,‬‭fill‬‭out‬
‭their‬‭responses‬‭on‬‭the‬‭worksheet.‬‭We‬‭will‬
‭regularly‬‭pause‬‭as‬‭well,‬‭to‬‭ensure‬‭all‬‭students‬
‭understand.‬
‭Collect‬‭and‬‭grade‬‭1.1-1.3‬‭worksheet‬‭based‬‭on‬‭completion‬
‭Collect‬‭and‬‭grade‬‭1.4‬‭worksheet‬‭based‬‭on‬‭correctness.‬
‭4/11‬‭Watch‬‭2.1;‬‭Close‬‭Read‬‭2.2‬‭Lesson‬‭Plan‬
‭ BJECTIVE:‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭describe‬‭the‬‭main‬‭characters‬‭of‬‭Romeo‬‭and‬‭Juliet‬‭and‬‭the‬‭conflict‬
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‭that‬‭surrounds‬‭them.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭read‬‭and‬‭break‬‭down‬
‭Shakespearean‬‭prose.‬
‭MA‬‭Standard(s):‬‭“Analyze‬‭how‬‭complex‬‭characters‬‭(e.g.,‬‭those‬‭with‬‭multiple‬‭or‬‭conflicting‬‭motivations)‬
‭develop‬‭over‬‭the‬‭course‬‭of‬‭a‬‭text,‬‭interact‬‭with‬‭other‬‭characters,‬‭and‬‭advance‬‭the‬‭plot‬‭or‬‭develop‬‭the‬
‭theme.”‬
‭-‬ 2.1, Close Read 2.2 Lesson Plan ‭printed‬
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‭ o‬‭Now:‬‭Based‬‭on‬‭what‬‭we’ve‬‭seen/read‬‭so‬‭far,‬‭do‬‭you‬‭think‬‭Romeo‬‭and‬‭Juliet‬‭are‬‭in‬‭true‬‭love,‬‭or‬‭just‬‭lust‬
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‭at‬‭first‬‭sight?‬‭Defend‬‭your‬‭answer‬‭with‬‭reasons.‬
‭Watch‬‭2.1,‬‭asking‬‭clarifying‬‭questions‬
‭-‬ ‭Students‬‭will‬‭follow‬‭along‬‭as‬‭we‬‭watch‬‭and‬
‭Watch‬‭2.2‬‭asking‬‭clarifying‬‭questions‬
‭read‬‭the‬‭scenes,‬‭(while‬‭we‬‭read,‬‭it‬‭will‬‭be‬
‭2.2‬‭Close‬‭Watch‬
‭split‬‭into‬‭roles‬‭so‬‭we‬‭can‬‭have‬‭student‬
‭readers)‬
‭their‬‭responses‬‭on‬‭the‬‭worksheet.‬‭We‬‭will‬
‭understand.‬
‭Collect‬‭and‬‭grade‬‭sheets‬
‭4/29‬‭Act‬‭5‬‭Scene‬‭3‬‭Close‬‭Read‬‭Lesson‬‭Plan‬
‭ BJECTIVE:‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭describe‬‭the‬‭main‬‭characters‬‭of‬‭Romeo‬‭and‬‭Juliet‬‭and‬‭the‬‭conflict‬
O
‭that‬‭surrounds‬‭them.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭read‬‭and‬‭break‬‭down‬
‭Shakespearean‬‭prose.‬
‭MA‬‭Standard(s):‬‭“Analyze‬‭how‬‭complex‬‭characters‬‭(e.g.,‬‭those‬‭with‬‭multiple‬‭or‬‭conflicting‬‭motivations)‬
‭develop‬‭over‬‭the‬‭course‬‭of‬‭a‬‭text,‬‭interact‬‭with‬‭other‬‭characters,‬‭and‬‭advance‬‭the‬‭plot‬‭or‬‭develop‬‭the‬
‭theme.”‬
‭-‬ Act 5 Scene 3 Close Read
‭-‬ Romeo and Juliet Final Project Assignment Sheet
O
‭Which‬‭character‬‭in‬‭R+J‬‭do‬‭you‬‭relate‬‭most‬‭to?‬‭Why?‬‭Do‬‭this‬‭in‬‭2‬‭full‬‭sentences.‬
‭Options:‬
-‭ ‬ ‭ omeo‬
R
‭-‬ ‭Juliet‬
‭-‬ ‭Tybalt‬
‭-‬ ‭Mercutio‬
‭-‬ ‭Benvolio‬
‭-‬ ‭Nurse‬
‭-‬ ‭Lady‬‭Capulet‬
‭-‬ ‭Lord‬‭Capulet‬
‭-‬ ‭Friar‬‭Lawrence‬
‭-‬ ‭Paris‬
‭-‬ ‭Prince‬
‭ e‬‭will‬‭read‬‭and‬‭watch‬‭5.3‬‭and‬‭pause‬‭where‬
W
‭necessary‬‭for‬‭clarification‬‭and‬‭to‬‭answer‬‭the‬ ‭-‬ ‭Students‬‭will‬‭follow‬‭along‬‭as‬‭we‬‭watch‬‭and‬
‭questions.‬
‭read‬‭the‬‭scenes,‬‭(while‬‭we‬‭read,‬‭it‬‭will‬‭be‬
‭Introduce‬‭Final‬‭Project‬
‭split‬‭into‬‭roles‬‭so‬‭we‬‭can‬‭have‬‭student‬
‭Introduce‬‭the‬‭project‬‭+‬‭expectations‬
‭readers)‬
‭Assemble‬‭Groups‬
‭Choose‬‭Scenes‬
‭Begin‬‭work‬‭(if‬‭there‬‭is‬‭time)‬ ‭their‬‭responses‬‭on‬‭the‬‭worksheet.‬‭We‬‭will‬
‭understand.‬
‭Collect‬‭5.3‬‭worksheet‬
‭5/1‬‭Project‬‭Day‬‭1‬‭Lesson‬‭Plan‬
‭OBJECTIVE:‬‭Students‬‭will‬‭be‬‭able‬‭to:‬‭Effectively‬‭plan‬‭a‬‭recitation‬‭of‬‭a‬‭scene‬‭from‬‭Romeo‬‭and‬‭Juliet.‬
‭Language‬‭Objective‬‭(SWBAT…in‬‭English):‬‭Students‬‭will‬‭be‬‭able‬‭to‬‭break‬‭down‬‭and‬‭analyze‬‭a‬‭section‬
‭of‬‭dense‬‭Shakespearean‬‭prose.‬
‭MA‬‭Standard(s):‬‭9-10.SL.1:‬‭“Initiate‬‭and‬‭participate‬‭effectively‬‭in‬‭a‬‭range‬‭of‬‭collaborative‬‭discussions‬
‭(one-on-one,‬‭in‬‭groups,‬‭and‬‭teacher-led)‬‭with‬‭diverse‬‭partners‬‭on‬‭grades‬‭9–10‬‭topics,‬‭texts,‬‭and‬‭issues,‬
‭building‬‭on‬‭others’‬‭ideas‬‭and‬‭expressing‬‭their‬‭own‬‭clearly‬‭and‬‭persuasively.”‬
‭-‬ ‭Diverse‬‭Casting:‬‭Encourage‬‭students‬‭to‬‭cast‬‭roles‬‭regardless‬‭of‬‭traditional‬‭gender‬‭or‬
‭racial‬‭expectations,‬‭promoting‬‭inclusivity‬‭and‬‭challenging‬‭stereotypes.‬
‭-‬ ‭Contextual‬‭Analysis:‬‭Discuss‬‭how‬‭themes‬‭of‬‭prejudice,‬‭social‬‭hierarchy,‬‭and‬‭power‬
‭dynamics‬‭in‬‭the‬‭play‬‭relate‬‭to‬‭contemporary‬‭issues‬‭of‬‭discrimination‬‭and‬‭social‬‭justice.‬
‭-‬ ‭Collaborative‬‭Decision-Making:‬‭Emphasize‬‭consensus-building‬‭and‬‭respect‬‭for‬‭diverse‬
‭perspectives‬‭within‬‭the‬‭group,‬‭mirroring‬‭principles‬‭of‬‭equity‬‭and‬‭inclusivity.‬
‭-‬ ‭Critical‬‭Reflection:‬‭Prompt‬‭students‬‭to‬‭reflect‬‭on‬‭how‬‭their‬‭interpretations‬‭and‬
‭performances‬‭challenge‬‭or‬‭reinforce‬‭societal‬‭norms,‬‭fostering‬‭awareness‬‭of‬‭cultural‬
‭biases.‬
‭-‬ ‭Community‬‭Engagement:‬‭Encourage‬‭students‬‭to‬‭connect‬‭their‬‭project‬‭to‬‭real-world‬‭issues‬
‭and‬‭engage‬‭with‬‭local‬‭communities‬‭to‬‭promote‬‭dialogue‬‭and‬‭understanding.‬
O
‭ o‬‭Now:‬‭Choose‬‭your‬‭top‬‭3‬‭scenes‬‭you‬‭would‬‭like‬
D
‭to‬‭work‬‭with‬‭of‬‭the‬‭5‬‭possible‬‭groups.‬ ‭Complete‬‭the‬‭Google‬‭Form.‬
I‭ ‬‭will‬‭use‬‭the‬‭Google‬‭Form‬‭results‬‭to‬‭put‬‭students‬
‭into‬‭groups‬‭based‬‭on‬‭readiness‬‭and‬‭behavior‬
‭management.‬
‭Break‬‭students‬‭into‬‭their‬‭groups,‬‭reaffirm‬‭the‬ ‭Go‬‭into‬‭their‬‭groups‬‭and‬‭begin‬‭working‬‭and‬
‭expectations‬‭for‬‭the‬‭project,‬‭offer‬‭suggestions‬‭for‬ ‭brainstorming.‬
‭what‬‭htey‬‭should‬‭spend‬‭their‬‭time‬‭today‬‭doing‬
‭(assinging‬‭roles,‬‭reading‬‭the‬‭scene‬‭and‬‭breaking‬
‭down‬‭the‬‭language)‬
‭I‬‭will‬‭circulate‬‭while‬‭students‬‭work‬‭to‬‭answer‬ ‭Go‬‭into‬‭their‬‭groups‬‭and‬‭begin‬‭working‬‭and‬
‭questions,‬‭ensure‬‭efficient‬‭use‬‭of‬‭time‬‭and‬‭on-task‬ ‭brainstorming.‬
‭behavior,‬‭and‬‭reaffirm‬‭expectations‬‭for‬‭the‬
‭assignment.‬
‭I‬‭will‬‭review‬‭their‬‭work‬‭overnight‬‭and‬‭leave‬‭comments‬‭for‬‭how‬‭they‬‭can‬‭more‬‭fully‬‭complete‬‭the‬‭highest‬
‭expectations‬‭from‬‭the‬‭rubric.‬
‭Reflection‬
‭Throughout‬‭the‬‭"Romeo‬‭and‬‭Juliet"‬‭unit,‬‭I‬‭navigated‬‭varying‬‭classroom‬‭dynamics‬‭and‬‭student‬
‭performances,‬‭necessitating‬‭thoughtful‬‭adjustments‬‭to‬‭teaching‬‭strategies‬‭for‬‭effective‬‭learning‬
‭outcomes.‬‭Effective‬‭teaching‬‭requires‬‭constant‬‭reflection,‬‭adaptation,‬‭and‬‭responsiveness‬‭to‬
‭student‬‭needs.‬
‭Formative‬‭Assessments‬
‭In‬‭both‬‭my‬‭classes,‬‭I‬‭conducted‬‭formative‬‭assessments‬‭to‬‭gauge‬‭student‬‭understanding‬
‭and‬‭progress.‬‭Most‬‭days,‬‭I‬‭had‬‭a‬‭worksheet‬‭for‬‭students‬‭to‬‭fill‬‭out‬‭as‬‭we‬‭read‬‭in‬‭order‬‭to‬‭gauge‬
‭understanding‬‭of‬‭language,‬‭plot,‬‭and‬‭characterization.‬‭In‬‭the‬‭class‬‭with‬‭19‬‭students,‬‭many‬‭of‬
‭whom‬‭faced‬‭behavioral‬‭challenges,‬‭formative‬‭assessments‬‭revealed‬‭an‬‭average‬‭proficiency‬‭of‬
‭65%‬‭in‬‭identifying‬‭themes‬‭and‬‭analyzing‬‭passages.‬‭These‬‭assessments‬‭highlighted‬‭the‬‭need‬‭for‬
‭time‬‭management‬‭adjustments,‬‭particularly‬‭on‬‭days‬‭with‬‭major‬‭behavioral‬‭concerns.‬
‭Implementing‬‭structured‬‭activities‬‭with‬‭clear‬‭time‬‭limits,‬‭such‬‭as‬‭timed‬‭pair-share‬‭discussions‬
‭and‬‭focused‬‭group‬‭tasks,‬‭helped‬‭maintain‬‭engagement‬‭and‬‭productivity.‬‭One‬‭student‬‭expressed,‬
‭"I‬‭found‬‭it‬‭easier‬‭to‬‭focus‬‭when‬‭we‬‭had‬‭specific‬‭tasks‬‭and‬‭time‬‭limits.‬‭It‬‭helped‬‭me‬‭stay‬‭on‬
‭track."‬
‭Conversely,‬‭in‬‭the‬‭smaller‬‭class‬‭of‬‭6‬‭students,‬‭4‬‭of‬‭whom‬‭were‬‭recommended‬‭for‬‭honors,‬
‭formative‬‭assessments‬‭showed‬‭an‬‭average‬‭proficiency‬‭of‬‭85%.‬‭These‬‭students‬‭thrived‬‭in‬
‭discussions‬‭and‬‭demonstrated‬‭a‬‭deeper‬‭understanding‬‭of‬‭complex‬‭themes‬‭and‬‭language‬‭nuances.‬
‭As‬‭a‬‭result,‬‭I‬‭allocated‬‭more‬‭class‬‭time‬‭for‬‭in-depth‬‭analysis‬‭and‬‭collaborative‬‭projects,‬‭fostering‬
‭a‬‭dynamic‬‭learning‬‭environment‬‭that‬‭encouraged‬‭critical‬‭thinking‬‭and‬‭creativity.‬
‭One‬‭adjustment‬‭that‬‭proved‬‭beneficial‬‭in‬‭both‬‭classes‬‭was‬‭spending‬‭more‬‭time‬‭breaking‬
‭down‬‭questions‬‭and‬‭prompts,‬‭rather‬‭than‬‭expecting‬‭students‬‭to‬‭answer‬‭independently.‬‭This‬
‭approach‬‭helped‬‭scaffold‬‭their‬‭understanding‬‭and‬‭equipped‬‭them‬‭with‬‭the‬‭necessary‬‭skills‬‭to‬
‭tackle‬‭complex‬‭tasks‬‭with‬‭confidence.‬‭Additionally,‬‭addressing‬‭the‬‭challenge‬‭of‬‭incomplete‬
‭reading‬‭or‬‭plot-based‬‭homework,‬‭I‬‭integrated‬‭more‬‭in-class‬‭activities‬‭focused‬‭on‬‭analyzing‬
‭language‬‭and‬‭dissecting‬‭key‬‭scenes.‬‭This‬‭allowed‬‭students‬‭to‬‭engage‬‭with‬‭the‬‭text‬‭collaboratively‬
‭and‬‭deepen‬‭their‬‭comprehension‬‭in‬‭real-time‬‭discussions.‬‭After‬‭making‬‭these‬‭adjustments,‬‭the‬
‭proficiency‬‭increased‬‭to‬‭around‬‭85%‬‭in‬‭my‬‭larger‬‭class,‬‭and‬‭around‬‭95%‬‭in‬‭my‬‭smaller‬‭class,‬‭a‬
‭significant‬‭increase‬‭for‬‭both.‬
‭Overall,‬‭students‬‭performed‬‭admirably,‬‭with‬‭both‬‭classes‬‭showcasing‬‭growth‬‭in‬‭critical‬
‭thinking,‬‭reading‬‭comprehension,‬‭and‬‭effective‬‭communication.‬‭The‬‭varied‬‭approaches‬‭tailored‬
‭to‬‭each‬‭class’‬‭needs‬‭ensured‬‭that‬‭all‬‭students‬‭were‬‭challenged‬‭and‬‭supported‬‭appropriately.‬
‭Moving‬‭forward,‬‭I‬‭will‬‭continue‬‭refining‬‭my‬‭teaching‬‭strategies‬‭to‬‭maintain‬‭a‬‭balance‬‭between‬
‭structured‬‭guidance‬‭and‬‭student-led‬‭exploration,‬‭fostering‬‭continued‬‭growth‬‭and‬‭success‬‭for‬‭all‬
‭learners.‬‭If‬‭I‬‭could‬‭teach‬‭this‬‭unit‬‭again,‬‭I‬‭would‬‭choose‬‭to‬‭spread‬‭it‬‭out‬‭over‬‭1-2‬‭more‬‭weeks,‬‭to‬
‭allow‬‭for‬‭more‬‭diversified‬‭activities‬‭and‬‭deep,‬‭thought-provoking‬‭discussions.‬
‭Summative‬‭Assessments‬
‭Quiz:‬
‭This‬‭quiz‬‭was‬‭created‬‭with‬‭the‬‭goal‬‭of‬‭assessing‬‭students’‬‭general‬‭understanding‬‭of‬‭the‬
‭plot‬‭and‬‭characters‬‭of‬‭Romeo‬‭and‬‭Juliet‬‭,‬‭our‬‭vocabulary‬‭words,‬‭and‬‭the‬‭ability‬‭of‬‭students‬‭to‬
‭identify‬‭and‬‭analyze‬‭a‬‭Shakespearean‬‭sonnet.‬‭More‬‭than‬‭half‬‭of‬‭the‬‭credit‬‭on‬‭the‬‭quiz‬‭was‬‭based‬
‭on‬‭the‬‭analysis‬‭of‬‭Shakespeare’s‬‭Sonnet‬‭18.‬‭The‬‭final‬‭question‬‭of‬‭the‬‭quiz‬‭is‬‭an‬‭optional‬‭extra‬
‭credit‬‭opportunity,‬‭asking‬‭students‬‭to‬‭draw‬‭a‬‭representation‬‭of‬‭one‬‭of‬‭three‬‭vocabulary‬‭words‬
‭(chosen‬‭by‬‭me).‬‭The‬‭students‬‭have‬‭expressed‬‭to‬‭me‬‭that‬‭this‬‭is‬‭beneficial‬‭to‬‭them‬‭in‬‭two‬‭main‬
‭ways;‬‭1)‬‭allowing‬‭them‬‭to‬‭regain‬‭credit‬‭for‬‭their‬‭efforts,‬‭2)‬‭allowing‬‭them‬‭to‬‭engage‬‭with‬‭the‬
‭material‬‭in‬‭a‬‭fun‬‭and‬‭creative‬‭way.‬
‭In‬‭my‬‭larger‬‭class,‬‭the‬‭average‬‭score‬‭on‬‭the‬‭assessment‬‭was‬‭22.24‬‭out‬‭of‬‭30‬‭points.‬‭I‬‭had‬
‭anticipated‬‭a‬‭potentially‬‭lower‬‭average‬‭due‬‭to‬‭a‬‭notable‬‭number‬‭of‬‭students‬‭opting‬‭not‬‭to‬
‭complete‬‭the‬‭pre-reading‬‭homework‬‭or‬‭most‬‭of‬‭the‬‭in-class‬‭assignments,‬‭despite‬‭being‬‭offered‬
‭extended‬‭deadlines‬‭to‬‭earn‬‭credit.‬‭Additionally,‬‭when‬‭provided‬‭with‬‭the‬‭chance‬‭to‬‭complete‬‭a‬
‭make-up‬‭assignment‬‭to‬‭regain‬‭partial‬‭credit‬‭for‬‭missed‬‭questions,‬‭the‬‭majority‬‭of‬‭students‬‭opted‬
‭not‬‭to‬‭take‬‭advantage‬‭of‬‭this‬‭opportunity.‬
‭The‬‭average‬‭for‬‭my‬‭smaller‬‭class‬‭is‬‭a‬‭27.5/30.‬‭These‬‭students‬‭demonstrated‬‭a‬‭keen‬
‭aptitude‬‭for‬‭discussions‬‭and‬‭exhibited‬‭a‬‭deeper‬‭understanding‬‭of‬‭complex‬‭themes‬‭and‬‭linguistic‬
‭nuances.‬‭As‬‭a‬‭result,‬‭I‬‭allocated‬‭more‬‭instructional‬‭time‬‭for‬‭in-depth‬‭analysis‬‭and‬‭collaborative‬
‭projects,‬‭cultivating‬‭a‬‭dynamic‬‭learning‬‭environment‬‭conducive‬‭to‬‭critical‬‭thinking‬‭and‬‭creative‬
‭expression.‬
‭Recitation‬‭Project:‬
‭After‬‭analyzing‬‭the‬‭results‬‭of‬‭the‬‭quiz,‬‭I‬‭made‬‭adjustments‬‭to‬‭the‬‭structure‬‭of‬‭the‬‭final‬
‭project‬‭in‬‭the‬‭Romeo‬‭and‬‭Juliet‬‭unit.‬‭In‬‭the‬‭smaller‬‭class,‬‭students‬‭were‬‭given‬‭more‬‭autonomy,‬
‭including‬‭assigning‬‭their‬‭own‬‭roles,‬‭addressing‬‭each‬‭other’s‬‭inquiries,‬‭brainstorming‬‭ideas,‬‭and‬
‭executing‬‭their‬‭concepts‬‭independently.‬‭Conversely,‬‭in‬‭the‬‭larger‬‭class,‬‭the‬‭project‬‭was‬‭more‬
‭scaffolded,‬‭involving‬‭active‬‭monitoring‬‭to‬‭ensure‬‭students‬‭remained‬‭on‬‭task‬‭("What‬‭specific‬‭task‬
‭are‬‭you‬‭currently‬‭working‬‭on?‬‭Please‬‭elaborate.‬‭Is‬‭everyone‬‭in‬‭your‬‭group‬‭aligned‬‭with‬‭the‬‭task‬
‭at‬‭hand?").‬
‭The‬‭primary‬‭objective‬‭of‬‭this‬‭project‬‭is‬‭to‬‭have‬‭students‬‭connect‬‭deeply‬‭with‬‭one‬‭key‬
‭scene‬‭from‬‭Romeo‬‭and‬‭Juliet‬‭,‬‭and‬‭to‬‭understand‬‭the‬‭creative‬‭process‬‭between‬‭connecting‬‭the‬
‭words‬‭on‬‭the‬‭page‬‭to‬‭real‬‭human‬‭emotions.‬‭The‬‭experiential‬‭aspect‬‭of‬‭watching‬‭and‬‭performing‬
‭Shakespeare's‬‭work‬‭was‬‭emphasized‬‭as‬‭significantly‬‭more‬‭impactful‬‭than‬‭merely‬‭reading‬‭the‬
‭script‬‭passively.‬
‭In‬‭the‬‭larger‬‭class,‬‭students‬‭were‬‭engaged‬‭in‬‭the‬‭task‬‭approximately‬‭60-65%‬‭of‬‭the‬‭time,‬
‭reflecting‬‭in‬‭the‬‭final‬‭project‬‭outcomes.‬‭Although‬‭they‬‭comprehended‬‭the‬‭linguistic‬‭nuances‬‭and‬
‭narrative‬‭elements,‬‭they‬‭struggled‬‭to‬‭fully‬‭immerse‬‭themselves‬‭in‬‭the‬‭emotional‬‭and‬‭dramatic‬
‭aspects‬‭of‬‭the‬‭scenes.‬‭Conversely,‬‭the‬‭smaller‬‭class‬‭demonstrated‬‭a‬‭higher‬‭task‬‭engagement‬‭rate‬
‭of‬‭approximately‬‭95%,‬‭resulting‬‭in‬‭a‬‭project‬‭that‬‭exceeded‬‭expectations.‬‭They‬‭executed‬‭the‬
‭assignment‬‭as‬‭intended,‬‭producing‬‭multiple‬‭audio‬‭components‬‭that‬‭aligned‬‭with‬‭the‬‭evolving‬
‭tone‬‭and‬‭mood‬‭of‬‭the‬‭scene.‬‭Their‬‭performances‬‭were‬‭characterized‬‭by‬‭enthusiasm‬‭and‬
‭purposeful‬‭acting‬‭choices,‬‭exemplified‬‭by‬‭their‬‭creation‬‭of‬‭origami‬‭swords‬‭used‬‭in‬‭the‬‭enactment‬
‭of‬‭significant‬‭scenes.‬
‭Reflecting‬‭on‬‭this‬‭experience,‬‭I‬‭recognize‬‭the‬‭need‬‭for‬‭additional‬‭checks‬‭to‬‭ensure‬
‭equitable‬‭distribution‬‭of‬‭workload‬‭and‬‭efficient‬‭utilization‬‭of‬‭in-class‬‭time.‬‭During‬‭the‬‭2.5‬
‭workdays‬‭allocated‬‭for‬‭the‬‭project,‬‭I‬‭observed‬‭challenges‬‭as‬‭students‬‭deviated‬‭from‬‭the‬‭task‬‭at‬
‭hand.‬‭This‬‭deviation‬‭was‬‭partly‬‭attributed‬‭to‬‭the‬‭relatively‬‭informal‬‭structure‬‭of‬‭the‬‭project‬
‭compared‬‭to‬‭our‬‭previous‬‭structured‬‭reading‬‭activities.‬‭In‬‭future‬‭iterations‬‭of‬‭this‬‭assignment,‬‭I‬
‭would‬‭incorporate‬‭more‬‭structured‬‭checks‬‭to‬‭foster‬‭equal‬‭participation‬‭and‬‭task-focused‬
‭engagement‬‭among‬‭all‬‭students.‬
‭Romeo‬‭and‬‭Juliet‬‭Vocab‬‭Quiz‬‭Version‬‭A‬
‭ art‬‭1:‬‭Fill-ins:‬‭Fill‬‭in‬‭the‬‭blank‬‭with‬‭the‬‭appropriate‬‭vocabulary‬‭word‬‭from‬‭the‬‭word‬‭bank.‬
P
‭(1‬‭point‬‭each,‬‭8‬‭points‬‭total).‬‭You‬‭may‬‭have‬‭to‬‭change‬‭the‬‭end‬‭of‬‭the‬‭word‬‭to‬‭fit‬‭the‬‭sentence.‬‭Each‬‭is‬
‭used‬‭only‬‭once‬‭.‬
‭ apulet‬
C ‭ herefore‬
W ‭ oliloquy‬
S ‭ oes‬
F
‭Star-crossed‬ ‭Verona‬ ‭Montague‬ ‭Unrequited‬
‭1.‬ ‭Romeo‬‭and‬‭Juliet‬‭are‬‭a‬‭pair‬‭of‬‭_________‬‭lovers.‬
‭2.‬ J
‭ uliet‬‭asks‬‭to‬‭herself‬‭“_________‬‭are‬‭thou‬‭Romeo?”,‬‭meaning‬‭why‬‭does‬‭he‬‭have‬‭to‬‭be‬‭a‬
‭Montague.‬
‭3.‬ T
‭ he‬‭_______‬‭and‬‭_______‬‭families‬‭have‬‭a‬‭feud‬‭that‬‭has‬‭lasted‬‭generations,‬‭making‬‭them‬
‭________‬
‭4.‬ ‭The‬‭play‬‭is‬‭set‬‭in‬‭_______,‬‭Italy.‬
‭5.‬ A
‭ t‬‭the‬‭beginning‬‭of‬‭the‬‭play,‬‭Romeo‬‭was‬‭depressed‬‭because‬‭his‬‭love‬‭for‬‭Rosaline‬‭was‬
‭_________.‬
‭6.‬ W
‭ hen‬‭Romeo‬‭sees‬‭Juliet‬‭for‬‭the‬‭first‬‭time,‬‭he‬‭gives‬‭a‬‭long‬‭____________‬‭about‬‭how‬‭he‬
‭had‬‭never‬‭felt‬‭true‬‭love‬‭until‬‭he‬‭met‬‭her.‬
‭ art‬‭2:‬‭Character‬‭matching:‬‭Write‬‭the‬‭letter‬‭that‬‭connects‬‭each‬‭character‬‭to‬‭their‬‭description‬‭(½‬
P
‭point‬‭each,‬‭4‬‭points‬‭total).‬
‭____‬‭1.‬ ‭Romeo‬ ‭a.‬ M

‭ ontague:‬‭Witty‬‭and‬‭hot-tempered‬
‭friend‬‭of‬‭Romeo.‬
‭____‬‭2.‬‭Juliet‬
‭b.‬ C
‭ apulet;‬‭Innocent‬‭and‬‭passionate‬‭young‬
‭____‬‭3.‬‭Mercutio‬ ‭girl;‬‭in‬‭love‬‭with‬‭Romeo‬
‭____‬‭4.‬‭Benvolio‬ ‭c.‬ N
‭ obleman‬‭seeking‬‭Juliet's‬‭hand‬‭in‬
‭marriage.‬
‭____‬‭5.‬‭Tybalt‬
‭d.‬ ‭Juliet's‬‭strict‬‭and‬‭controlling‬‭parents.‬
‭____‬‭6.‬‭Paris‬ ‭e.‬ M
‭ ontague;‬‭Romantic‬‭and‬‭impulsive‬
‭young‬‭lover;‬‭in‬‭love‬‭with‬‭Juliet‬
‭____‬‭7.‬‭Lord‬‭+‬‭Lady‬‭Montague‬
‭f.‬ C
‭ apulet:‬‭Hotheaded‬‭and‬‭aggressive‬
‭____‬‭8.‬‭Lord‬‭+‬‭Lady‬‭Capulet‬ ‭cousin‬‭of‬‭Juliet.‬
‭g.‬ ‭Romeo's‬‭caring‬‭and‬‭concerned‬‭parents.‬
‭h.‬ M
‭ ontague:‬‭Peaceful‬‭and‬‭level-headed‬
‭cousin‬‭of‬‭Romeo.‬
‭ art‬‭3:‬‭Meaningful‬‭Sentence:‬‭Use‬‭“mutiny”‬‭in‬‭a‬‭meaningful‬‭sentence.‬‭A‬‭meaningful‬‭sentence‬
P
‭reveals‬‭the‬‭meaning‬‭of‬‭the‬‭word‬‭through‬‭the‬‭use‬‭of‬‭details.‬‭(4‬‭points)‬
‭______‬
‭ art‬‭4:‬‭Sonnets‬‭+‬‭Shakespearean‬‭Structure:‬‭answer‬‭the‬‭following‬‭questions‬‭based‬‭off‬‭the‬
P
‭structure‬‭of‬‭Shakespeare’s‬‭sonnets‬‭by‬‭annotating‬‭the‬‭sonnet:‬‭(14‬‭points)‬
‭ .‬
1 ‭ ark‬‭which‬‭lines‬‭fall‬‭into‬‭the‬‭three‬‭quatrains‬‭and‬‭rhyming‬‭couplet.‬‭(4‬‭points)‬
M
‭2.‬ ‭Mark‬‭the‬‭rhyme‬‭scheme‬‭for‬‭each‬‭line‬‭in‬‭the‬‭sonnet,‬‭following‬‭ABAB‬‭structure.‬‭(4‬‭points)‬
‭3.‬ ‭For‬‭the‬‭first‬‭line‬‭only,‬‭mark‬‭the‬‭iambic‬‭pentameter‬‭(the‬‭5‬‭sets‬‭of‬‭two‬‭syllables)‬‭(4‬‭points)‬
‭4.‬ ‭What‬‭is‬‭the‬‭meaning‬‭of‬‭this‬‭sonnet?‬‭(4‬‭points)‬
‭The‬‭meaning‬‭of‬‭the‬‭sonnet‬‭is__________________________________________‬
‭Shall‬‭I‬‭compare‬‭thee‬‭to‬‭a‬‭summer’s‬‭day?‬
‭Thou‬‭art‬‭more‬‭lovely‬‭and‬‭more‬‭temperate.‬
‭ ough‬‭winds‬‭do‬‭shake‬‭the‬‭darling‬‭buds‬‭of‬‭May,‬
R
‭And‬‭summer’s‬‭lease‬‭hath‬‭all‬‭too‬‭short‬‭a‬‭date.‬
‭Sometime‬‭too‬‭hot‬‭the‬‭eye‬‭of‬‭heaven‬‭shines,‬
‭And‬‭often‬‭is‬‭his‬‭gold‬‭complexion‬‭dimmed;‬
‭And‬‭every‬‭fair‬‭from‬‭fair‬‭sometime‬‭declines,‬
‭By‬‭chance,‬‭or‬‭nature’s‬‭changing‬‭course,‬‭untrimmed;‬
‭But‬‭thy‬‭eternal‬‭summer‬‭shall‬‭not‬‭fade,‬
‭Nor‬‭lose‬‭possession‬‭of‬‭that‬‭fair‬‭thou‬‭ow’st,‬
‭Nor‬‭shall‬‭death‬‭brag‬‭thou‬‭wand’rest‬‭in‬‭his‬‭shade,‬
‭When‬‭in‬‭eternal‬‭lines‬‭to‬‭Time‬‭thou‬‭grow’st.‬
‭So‬‭long‬‭as‬‭men‬‭can‬‭breathe,‬‭or‬‭eyes‬‭can‬‭see,‬
‭So‬‭long‬‭lives‬‭this,‬‭and‬‭this‬‭gives‬‭life‬‭to‬‭thee.‬
‭ ptional‬‭Bonus:‬‭Illustrate‬‭one‬‭of‬‭the‬‭vocabulary‬‭words‬‭below.‬‭Drawings‬‭should‬‭be‬‭school‬
O
‭appropriate‬‭and‬‭convey‬‭the‬‭word’s‬‭meaning.‬‭(2‬‭points)‬
‭Quarrel,‬‭Mourning,‬‭Mutiny‬
‭Romeo‬‭and‬‭Juliet‬‭Vocab‬‭Quiz‬‭Version‬‭C‬
‭ art‬‭1:‬‭Fill-ins:‬‭Fill‬‭in‬‭the‬‭blank‬‭with‬‭the‬‭appropriate‬‭vocabulary‬‭word‬‭from‬‭the‬‭word‬‭bank.‬
P
‭(1‬‭point‬‭each,‬‭8‬‭points‬‭total).‬‭You‬‭may‬‭have‬‭to‬‭change‬‭the‬‭end‬‭of‬‭the‬‭word‬‭to‬‭fit‬‭the‬‭sentence.‬
‭ apulet‬
C ‭ herefore‬
W ‭ oliloquy‬
S ‭ oes‬
F
‭Star-crossed‬ ‭Verona‬ ‭Montague‬ ‭Unrequited‬
‭1.‬ ‭Romeo‬‭and‬‭Juliet‬‭are‬‭a‬‭pair‬‭of‬‭_________‬‭lovers.‬
‭A)‬‭Foes‬ ‭B)‬‭Verona‬ ‭C)‬‭Star-crossed‬
‭2.‬ J ‭ uliet‬‭asks‬‭Romeo‬‭_________‬‭are‬‭thou‬‭Romeo,‬‭meaning‬‭why‬‭does‬‭he‬‭have‬‭to‬‭be‬‭a‬
‭Montague.‬
‭A)‬‭Wherefore‬ ‭B)‬‭Unrequited‬ ‭C)‬‭Star-crossed‬
‭3.‬ ‭The‬‭_______‬‭and‬‭_______‬‭families‬‭have‬‭a‬‭feud‬‭that‬‭has‬‭lasted‬‭generations,‬‭making‬‭them‬
‭________‬
‭A)‬‭Hamlet‬ ‭B)‬‭Montagues‬ ‭C)‬‭Soliloquy‬
‭A)‬‭Capulets‬ ‭B)‬‭Wherefore‬ ‭C)‬‭Verona‬
‭A)‬‭Star-crossed‬ ‭B)‬‭Foes‬ ‭C)‬‭Unrequited‬
‭4.‬ ‭The‬‭play‬‭is‬‭set‬‭in‬‭_______,‬‭Italy.‬
‭A)‬ ‭Verona‬ ‭B)‬‭Capulet‬ ‭C)‬‭Soliloquy‬
‭5.‬ A
‭ t‬‭the‬‭beginning‬‭of‬‭the‬‭play,‬‭Romeo‬‭was‬‭depressed‬‭because‬‭his‬‭love‬‭for‬‭Rosaline‬‭was‬
‭_________.‬
‭A)‬‭Unrequited‬ ‭B)‬‭Foes‬ ‭C)‬‭Verona‬
‭6.‬ W
‭ hen‬‭Romeo‬‭sees‬‭Juliet‬‭for‬‭the‬‭first‬‭time,‬‭he‬‭gives‬‭a‬‭long‬‭____________‬‭about‬‭how‬‭he‬
‭had‬‭never‬‭felt‬‭true‬‭love‬‭until‬‭he‬‭met‬‭her.‬
‭A)‬‭Wherefore‬ ‭B)‬‭Montague‬ ‭C)‬‭Soliloquy‬
‭ art‬‭2:‬‭Character‬‭matching:‬‭Write‬‭the‬‭letter‬‭that‬‭connects‬‭each‬‭character‬‭to‬‭their‬‭description‬‭(½‬
P
‭point‬‭each,‬‭4‬‭points‬‭total).‬
‭____‬‭1.‬ ‭Romeo‬
‭ )‬‭Montague:‬‭Witty‬‭and‬‭hot-tempered‬‭friend‬
A ‭____‬‭5.‬‭Tybalt‬
‭of‬‭Romeo.‬
‭ )‬‭Capulet:‬‭Hotheaded‬‭and‬‭aggressive‬
A
‭B)‬‭Juliet's‬‭strict‬‭and‬‭controlling‬‭parents.‬ ‭cousin‬‭of‬‭Juliet.‬
‭ )‬‭Montague;‬‭Romantic‬‭and‬‭impulsive‬‭young‬
C ‭ )‬‭Capulet;‬‭Innocent‬‭and‬‭passionate‬‭young‬‭girl;‬
B
‭lover;‬‭in‬‭love‬‭with‬‭Juliet‬ ‭in‬‭love‬‭with‬‭Romeo‬
C
‭____‬‭2.‬‭Juliet‬ ‭of‬‭Romeo.‬
‭ )‬‭Montague:‬‭Peaceful‬‭and‬‭level-headed‬
A
‭cousin‬‭of‬‭Romeo.‬ ‭____‬‭6.‬‭Paris‬
‭ )‬‭Capulet;‬‭Innocent‬‭and‬‭passionate‬‭young‬‭girl;‬
B ‭ )‬‭Capulet:‬‭Hotheaded‬‭and‬‭aggressive‬
A
‭in‬‭love‬‭with‬‭Romeo‬ ‭cousin‬‭of‬‭Juliet.‬
‭C)‬‭Nobleman‬‭seeking‬‭Juliet's‬‭hand‬‭in‬‭marriage.‬ ‭ )‬‭Capulet;‬‭Innocent‬‭and‬‭passionate‬‭young‬‭girl;‬
B
‭in‬‭love‬‭with‬‭Romeo‬
‭____‬‭3.‬‭Mercutio‬ ‭C)‬‭Nobleman‬‭seeking‬‭Juliet's‬‭hand‬‭in‬‭marriage.‬
A
‭of‬‭Romeo.‬ ‭____‬‭7.‬‭Lord‬‭+‬‭Lady‬‭Montague‬
‭ )‬‭Capulet:‬‭Hotheaded‬‭and‬‭aggressive‬
B ‭A)‬‭Juliet's‬‭strict‬‭and‬‭controlling‬‭parents.‬
‭cousin‬‭of‬‭Juliet.‬
B
‭C)‬‭Romeo's‬‭caring‬‭and‬‭concerned‬‭parents.‬ ‭lover;‬‭in‬‭love‬‭with‬‭Juliet‬
‭C)‬‭Romeo's‬‭caring‬‭and‬‭concerned‬‭parents.‬
‭____‬‭4.‬‭Benvolio‬
‭A)‬‭Nobleman‬‭seeking‬‭Juliet's‬‭hand‬‭in‬‭marriage.‬ ‭____‬‭8.‬‭Lord‬‭+‬‭Lady‬‭Capulet‬
B ‭A)‬‭Juliet's‬‭strict‬‭and‬‭controlling‬‭parents.‬
‭lover;‬‭in‬‭love‬‭with‬‭Juliet‬
‭B)‬‭Romeo's‬‭caring‬‭and‬‭concerned‬‭parents.‬
‭ )‬‭Montague:‬‭Peaceful‬‭and‬‭level-headed‬
C
‭cousin‬‭of‬‭Romeo.‬ ‭ )‬‭Montague:‬‭Peaceful‬‭and‬‭level-headed‬
C
‭cousin‬‭of‬‭Romeo.‬
‭ art‬‭3:‬‭Meaningful‬‭Sentence:‬‭Use‬‭“mutiny”‬‭in‬‭a‬‭meaningful‬‭sentence.‬‭A‬‭meaningful‬‭sentence‬
P
‭reveals‬‭the‬‭meaning‬‭of‬‭the‬‭word‬‭through‬‭the‬‭use‬‭of‬‭details.‬‭(4‬‭points)‬
‭_____________________________________________________________________‬
‭Part‬‭4:‬‭Sonnets‬‭+‬‭Shakespearean‬‭Structure:‬‭answer‬‭the‬‭following‬‭questions‬‭based‬‭off‬‭the‬
‭structure‬‭of‬‭Shakespeare’s‬‭sonnets‬‭by‬‭annotating‬‭the‬‭sonnet:‬‭(14‬‭points)‬
‭ .‬
1 ‭ ark‬‭which‬‭lines‬‭fall‬‭into‬‭the‬‭three‬‭quatrains‬‭and‬‭rhyming‬‭couplet.‬‭(4‬‭points)‬
M
‭2.‬ ‭Mark‬‭the‬‭rhyme‬‭scheme‬‭for‬‭each‬‭line‬‭in‬‭the‬‭sonnet,‬‭following‬‭ABAB‬‭structure.‬‭(4‬‭points)‬
‭3.‬ ‭For‬‭the‬‭first‬‭line‬‭only,‬‭mark‬‭the‬‭iambic‬‭pentameter‬‭(the‬‭5‬‭sets‬‭of‬‭two‬‭syllables)‬‭(4‬‭points)‬
‭4.‬ ‭What‬‭is‬‭the‬‭meaning‬‭of‬‭this‬‭sonnet?‬‭(4‬‭points)‬
‭The‬‭meaning‬‭of‬‭the‬‭sonnet‬‭is__________________________________________‬
‭______________________________________________________________‬
‭Shall‬‭I‬‭compare‬‭thee‬‭to‬‭a‬‭summer’s‬‭day?‬
‭Thou‬‭art‬‭more‬‭lovely‬‭and‬‭more‬‭temperate.‬
‭ ough‬‭winds‬‭do‬‭shake‬‭the‬‭darling‬‭buds‬‭of‬‭May,‬
R
‭And‬‭summer’s‬‭lease‬‭hath‬‭all‬‭too‬‭short‬‭a‬‭date.‬
‭Sometime‬‭too‬‭hot‬‭the‬‭eye‬‭of‬‭heaven‬‭shines,‬
‭And‬‭often‬‭is‬‭his‬‭gold‬‭complexion‬‭dimmed;‬
‭And‬‭every‬‭fair‬‭from‬‭fair‬‭sometime‬‭declines,‬
‭By‬‭chance,‬‭or‬‭nature’s‬‭changing‬‭course,‬‭untrimmed;‬
‭But‬‭thy‬‭eternal‬‭summer‬‭shall‬‭not‬‭fade,‬
‭Nor‬‭lose‬‭possession‬‭of‬‭that‬‭fair‬‭thou‬‭ow’st,‬
‭Nor‬‭shall‬‭death‬‭brag‬‭thou‬‭wand’rest‬‭in‬‭his‬‭shade,‬
‭When‬‭in‬‭eternal‬‭lines‬‭to‬‭Time‬‭thou‬‭grow’st.‬
‭So‬‭long‬‭as‬‭men‬‭can‬‭breathe,‬‭or‬‭eyes‬‭can‬‭see,‬
‭ o‬‭long‬‭lives‬‭this,‬‭and‬‭this‬‭gives‬‭life‬‭to‬‭thee.‬‭Optional‬‭Bonus:‬‭Illustrate‬‭one‬‭of‬‭the‬‭vocabulary‬‭words‬
S
‭below.‬‭Drawings‬‭should‬‭be‬‭school‬‭appropriate‬‭and‬‭convey‬‭the‬‭word’s‬‭meaning.‬‭(2‬‭points)‬
‭Quarrel,‬‭Mourning,‬‭Mutiny‬
‭ omeo‬‭and‬‭Juliet‬‭Final‬‭Project‬
R
‭ELA‬‭9‬‭01+02‬
‭Mr‬‭Morgan,‬‭Mrs.‬‭Ells,‬‭Ms.‬‭Knorr‬
‭Final‬‭Project‬‭Guidelines‬‭-‬‭Due:‬‭Thursday,‬‭5/2‬
‭Assignment‬‭guidelines:‬
‭ he‬‭class‬‭will‬‭be‬‭split‬‭into‬‭4‬‭groups,‬‭and‬‭each‬‭group‬‭will‬‭choose‬‭1‬‭of‬‭4‬‭scenes‬‭to‬‭act‬‭out.‬‭They‬‭will‬‭create‬‭an‬
T
‭atmosphere/setting‬‭slide‬‭for‬‭the‬‭background,‬‭choose‬‭a‬‭reasonable‬‭song‬‭for‬‭the‬‭background,‬‭and‬‭explain‬
‭why‬‭they‬‭chose‬‭those‬‭things‬‭and‬‭how‬‭they‬‭impact‬‭the‬‭mood‬‭of‬‭the‬‭scene.‬
‭When‬‭presenting,‬‭each‬‭student‬‭will‬‭have‬‭an‬‭audience‬‭sheet‬‭to‬‭complete.‬‭(See‬‭attached‬‭sheet‬‭for‬‭details).‬
‭Create‬‭a‬‭slideshow‬
‭-‬ ‭Slide‬‭1:‬‭Background‬
‭-‬ ‭Choose‬‭an‬‭image‬‭to‬‭be‬‭the‬‭backdrop‬‭of‬‭the‬‭scene.‬‭Consider‬‭the‬‭stage‬‭directions,‬‭any‬
‭description‬‭of‬‭the‬‭setting,‬‭the‬‭way‬‭the‬‭actors‬‭interact‬‭with‬‭the‬‭setting‬‭or‬‭with‬‭each‬‭other‬‭in‬
‭this‬‭scene.‬
‭-‬ ‭Slide‬‭2:‬‭Background‬‭Part‬‭2‬
‭-‬ ‭Why‬‭did‬‭you‬‭choose‬‭your‬‭background?‬‭Is‬‭there‬‭anything‬‭specific‬‭in‬‭the‬‭image‬‭that‬‭you‬
‭felt‬‭represented‬‭the‬‭scene?‬‭Did‬‭you‬‭add‬‭anything‬‭to‬‭the‬‭image‬‭or‬‭crop‬‭anything‬‭out?‬
‭-‬ ‭How‬‭does‬‭your‬‭choice‬‭of‬‭background‬‭impact‬‭the‬‭mood‬‭of‬‭the‬‭scene?‬
‭-‬ ‭Slide‬‭3:‬‭Music‬‭or‬‭Audio‬
‭-‬ ‭Why‬‭did‬‭you‬‭choose‬‭your‬‭song/audio?‬‭Is‬‭it‬‭a‬‭modern‬‭song‬‭or‬‭a‬‭classical‬‭song?‬‭How‬‭did‬
‭you‬‭find‬‭your‬‭song?‬‭If‬‭it‬‭isn’t‬‭a‬‭song,‬‭why‬‭did‬‭you‬‭choose‬‭that?‬‭Is‬‭it‬‭animal‬‭sounds‬‭or‬
‭some‬‭kind‬‭of‬‭audio‬‭recording?‬
‭-‬ ‭How‬‭does‬‭your‬‭choice‬‭of‬‭song/audio‬‭impact‬‭the‬‭mood‬‭of‬‭the‬‭scene?‬
‭Roles:‬‭(You‬‭can,‬‭and‬‭most‬‭likely‬‭will,‬‭have‬‭more‬‭than‬‭one‬‭role)‬
‭-‬ ‭Stage‬‭Manager‬
‭-‬ ‭Actors‬
‭-‬ ‭Sound‬‭Mixer‬
‭-‬ ‭Setting‬‭Designer‬
‭Requirements:‬
‭-‬ ‭A‬‭performance‬‭of‬‭the‬‭scene‬
‭-‬ ‭Remember‬‭PVLEGS‬
‭-‬ ‭Must‬‭be‬‭partially‬‭memorized,‬‭so‬‭you‬‭are‬‭comfortable‬‭with‬‭the‬‭script‬‭and‬‭able‬‭to‬‭make‬
‭acting‬‭choices‬
‭-‬ ‭A‬‭choice‬‭of‬‭music/audio‬‭that‬‭adds‬‭to‬‭the‬‭tone/mood‬‭of‬‭the‬‭scene‬
‭-‬ ‭A‬‭slideshow‬‭that‬‭includes‬
‭-‬ ‭An‬‭image‬‭to‬‭be‬‭the‬‭backdrop‬‭of‬‭the‬‭scene‬
‭-‬ ‭A‬‭slide‬‭explaining‬‭the‬‭choice‬‭of‬‭backdrop‬
‭-‬ ‭A‬‭slide‬‭explaining‬‭the‬‭choice‬‭of‬‭music/audio‬
‭Rubric:‬‭30‬‭points‬
‭Proficient‬ ‭Adequate/‬‭Developing‬ ‭Needs‬‭Improvement‬
‭ ound‬‭and‬‭Music‬
S ‭ he‬‭music/audio‬‭fits‬‭well‬‭with‬
T ‭ he‬‭music/audio‬‭fits‬‭somewhat‬
T ‭ he‬‭music/audio‬‭does‬‭not‬‭fit‬‭with‬
T
‭10‬‭points‬ ‭the‬‭scene‬‭and‬‭enhances‬‭the‬ ‭well‬‭with‬‭the‬‭scene‬‭and‬‭enhances‬ ‭the‬‭scene‬‭and‬‭does‬‭not‬‭enhance‬
‭mood.‬ ‭the‬‭mood.‬ ‭the‬‭mood,‬‭or‬‭is‬‭missing‬‭entirely.‬
‭AND‬ ‭OR‬ ‭OR‬
‭ he‬‭analysis‬‭thoroughly‬‭explains‬
T ‭ he‬‭analysis‬‭somewhat‬‭explains‬
T ‭ he‬‭analysis‬‭does‬‭not‬‭explain‬‭the‬
T
‭the‬‭reasoning‬‭behind‬‭the‬‭choices‬ ‭the‬‭reasoning‬‭behind‬‭the‬‭choices‬ ‭reasoning‬‭behind‬‭the‬‭choices‬‭that‬
‭that‬‭were‬‭made,‬‭and‬‭their‬‭effect‬ ‭that‬‭were‬‭made,‬‭and‬‭their‬‭effect‬‭on‬ ‭were‬‭made,‬‭and‬‭their‬‭effect‬‭on‬‭the‬
‭on‬‭the‬‭mood.‬ ‭the‬‭mood.‬ ‭mood,‬‭or‬‭is‬‭missing‬‭entirely.‬
‭ etting‬
S ‭ he‬‭setting/backdrop‬‭fits‬‭well‬
T ‭ he‬‭setting/backdrop‬‭fits‬
T ‭ he‬‭setting/backdrop‬‭does‬‭not‬‭fit‬
T
‭10‬‭points‬ ‭with‬‭the‬‭scene‬‭and‬‭enhances‬‭the‬ ‭somewhat‬‭well‬‭with‬‭the‬‭scene‬‭and‬ ‭with‬‭the‬‭scene‬‭and‬‭does‬‭not‬
‭mood.‬ ‭enhances‬‭the‬‭mood.‬ ‭enhance‬‭the‬‭mood,‬‭or‬‭is‬‭missing‬
‭entirely.‬
‭AND‬ ‭OR‬
‭OR‬
‭ he‬‭analysis‬‭thoroughly‬‭explains‬
T ‭ he‬‭analysis‬‭thoroughly‬‭explains‬
T
‭the‬‭reasoning‬‭behind‬‭the‬‭choices‬ ‭the‬‭reasoning‬‭behind‬‭the‬‭choices‬ ‭ he‬‭analysis‬‭does‬‭not‬‭explain‬‭the‬
T
‭that‬‭were‬‭made,‬‭and‬‭their‬‭effect‬ ‭that‬‭were‬‭made,‬‭and‬‭their‬‭effect‬‭on‬ ‭reasoning‬‭behind‬‭the‬‭choices‬‭that‬
‭on‬‭the‬‭mood.‬ ‭the‬‭mood.‬ ‭were‬‭made,‬‭and‬‭their‬‭effect‬‭on‬‭the‬
‭mood,‬‭or‬‭is‬‭missing‬‭entirely.‬
‭ cting/Recitation‬
A ‭ he‬‭actors‬‭use‬‭PVLEGS‬
T ‭ he‬‭actors‬‭use‬‭PVLEGS‬‭somewhat‬
T ‭ he‬‭actors‬‭do‬‭not‬‭use‬‭PVLEGS‬
T
‭10‬‭points‬ ‭appropriately.‬ ‭appropriately.‬ ‭appropriately.‬
‭ hey‬‭are‬‭able‬‭to‬‭look‬‭up‬‭from‬
T ‭ hey‬‭are‬‭only‬‭sometimes‬‭able‬‭to‬
T ‭ hey‬‭are‬‭not‬‭able‬‭to‬‭look‬‭up‬‭from‬
T
‭their‬‭papers‬‭and‬‭connect‬‭with‬ ‭look‬‭up‬‭from‬‭their‬‭papers‬‭and‬ ‭their‬‭papers‬‭and‬‭connect‬‭with‬
‭each‬‭other‬‭and‬‭the‬‭audience.‬ ‭connect‬‭with‬‭each‬‭other‬‭and‬‭the‬ ‭each‬‭other‬‭and‬‭the‬‭audience.‬
‭audience.‬
‭ heir‬‭speech‬‭is‬‭clear,‬‭and‬‭acting‬
T ‭ heir‬‭speech‬‭is‬‭almost‬‭never‬
T
‭choices‬‭are‬‭purposeful.‬ ‭ heir‬‭speech‬‭is‬‭sometimes‬‭clear,‬
T ‭clear,‬‭and‬‭they‬‭have‬‭few‬‭to‬‭no‬
‭and‬‭acting‬‭choices‬‭are‬‭purposeful.‬ ‭purposeful‬‭acting‬‭choices‬‭are.‬
‭ udience‬‭Sheets‬
A ‭Completed‬‭fully‬ ‭ issing‬‭one‬‭or‬‭both‬‭aspects‬‭for‬
M ‭Incomplete/Not‬‭submitted/‬
‭5‬‭points‬ ‭proficient‬
‭AND‬ ‭OR‬
‭ ctively‬‭watching‬‭and‬‭engaging‬
A ‭ isruptive‬‭behavior‬‭during‬
D
‭with‬‭performance‬ ‭performances‬
‭ ption‬‭1:‬‭Act‬‭1‬‭Scene‬‭1:‬‭The‬‭servants‬‭of‬‭the‬‭Capulets‬‭and‬‭Montagues‬‭fight-‬‭5‬‭person‬‭group‬
O
‭Group‬‭members:‬
‭ ption‬‭3:‬‭Act‬‭1‬‭Scene‬‭5:‬‭Romeo‬‭and‬‭Juliet‬‭meet‬‭for‬‭the‬‭first‬‭time‬‭at‬‭the‬‭party-‬ ‭2‬‭person‬‭group‬
O
‭ ption‬‭4:‬‭Act‬‭2‬‭Scene‬‭2:‬‭Balcony‬‭scene‬‭-‬‭5‬‭person‬‭group‬‭(split‬‭into‬‭2‬‭groups)‬
O
‭ ption‬‭5:‬‭Act‬‭3‬‭Scene‬‭1:‬‭The‬‭fight‬‭where‬‭Mercutio‬‭and‬‭Tybalt‬‭die‬‭-‬‭7‬‭person‬‭group‬‭(split‬‭into‬‭2‬‭groups)‬
O
‭ ame:‬‭____________________________________‬
N
‭9th‬‭Grade‬‭ELA‬‭01+02‬
‭Mr.‬‭Morgan,‬‭Mrs.‬‭Ells,‬‭Ms.‬‭Knorr‬
‭Project‬‭Feedback‬‭Sheet‬
‭Reading‬‭Role‬‭(which‬‭character‬‭did‬‭you‬‭read‬‭as):‬
‭I‬‭was‬‭part‬‭of‬‭the:‬‭(choose‬‭1)‬
‭Setting/Background‬‭Group‬
‭Audio/Music‬‭Group:‬
‭Self-Assessment‬‭of‬‭Contribution‬‭Percentage:‬‭[e.g.,‬‭20%,‬‭50%,‬‭80%,‬‭etc.]‬
‭I‬‭feel‬‭like‬‭I‬‭did‬‭about____%‬‭of‬‭the‬‭work.‬
‭ xplanation‬‭(if‬‭contribution‬‭isn't‬‭even):‬‭Provide‬‭a‬‭brief‬‭explanation‬‭of‬‭why‬‭your‬‭contribution‬‭percentage‬
E
‭differs‬‭from‬‭others‬‭in‬‭the‬‭group.‬
‭Project‬‭Reflection:‬
‭What‬‭aspects‬‭of‬‭the‬‭project‬‭did‬‭you‬‭find‬‭most‬‭challenging?‬
‭What‬‭aspects‬‭of‬‭the‬‭project‬‭did‬‭you‬‭enjoy‬‭the‬‭most?‬
‭What‬‭would‬‭you‬‭do‬‭differently‬‭if‬‭you‬‭were‬‭to‬‭redo‬‭this‬‭project?‬
‭How‬‭well‬‭do‬‭you‬‭think‬‭the‬‭group‬‭collaborated‬‭overall?‬
‭I‬‭provided‬‭constructive‬‭feedback‬‭to‬‭my‬‭group‬‭members.‬
‭Never‬ ‭Sometimes‬ ‭Often‬ ‭Always‬
‭I‬‭actively‬‭participated‬‭in‬‭group‬‭discussions‬‭and‬‭decision-making.‬
‭I‬‭supported‬‭my‬‭group‬‭members‬‭when‬‭they‬‭needed‬‭help‬‭or‬‭guidance.‬
‭Additional‬‭Comments‬‭or‬‭Suggestions:‬

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‭Romeo‬‭and‬‭Juliet‬‭Unit‬‭Plan‬

‭Monday‬ ‭Tuesday‬ ‭Wednesday‬ ‭Thursday‬ ‭Friday‬

4‭ /1‬ 4‭ /2‬ ‭ /3‬

4‭ /8‬ 4‭ /9‬ ‭ /10‬

4‭ /22‬ 4‭ /23‬ ‭ /24‬

4‭ /29‬ 4‭ /30‬ ‭ /1‬

‭-‬ 01 + 02 Shakespearean Language - Syntax

‭-‬ 01 + 02 Shakespearean Language - Common Words + Game (Answer Key) ‭printed‬‭x5‬

‭-‬ 01 + 02 Shakespearean Language - Common Words + Game Worksheet ‭printed‬‭x30‬

01 + 02 Shakespearean Language - Syntax

01 + 02 Shakespearean Language - Common … ‭Students‬‭will‬‭work‬‭in‬‭groups‬‭of‬‭2-4‬‭to‬‭complete‬‭the‬

‭-‬ 01 + 02 Shakespeare Songs Modern English Lyrics

‭-‬ 01 + 02 Shakespearean Songs Worksheet ‭print‬‭x30‬

‭-‬ Romeo and Juliet ‭-‬‭Family‬‭tree‬‭Image‬

‭-‬ Performance Rubric

‭-‬ 01+02 1.1-1.3 Guided Reading

‭-‬ 01+02 1.4 Close Read

‭-‬ 2.1, Close Read 2.2 Lesson Plan ‭printed‬

‭-‬ Act 5 Scene 3 Close Read

‭-‬ Romeo and Juliet Final Project Assignment Sheet

‭____‬‭1.‬ ‭Romeo‬ ‭a.‬ M

‭Proficient‬ ‭Adequate/‬‭Developing‬ ‭Needs‬‭Improvement‬

‭AND‬ ‭OR‬ ‭OR‬

‭Never‬ ‭Sometimes‬ ‭Often‬ ‭Always‬

‭Never‬ ‭Sometimes‬ ‭Often‬ ‭Always‬

‭Never‬ ‭Sometimes‬ ‭Often‬ ‭Always‬

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