1

UBD Unit Plan

Title: Topic: Romeo and Juliet Shakespeare Unit Grade: Subject/Course: 10 ENG 2DE Ms. Boros

Instructor:

Desired Results
Established Goals: This unit invites students into the world of Shakespeare through one of his most celebrated tragedies, Romeo and Juliet. The focus of this unit is on language; in a careful but dynamic study of the text, students will gain access to the pleasures of the play the puns, the heart tugs, the fear, the anger, the thousands of problems humans create for themselves, and the problems created by outside forces. In addition, students will become familiar with the context in which Shakespeare lived and wrote in Elizabethan England and how his influences are still recognized in our everyday language. In light of these goals and the connections made to their own lives, students will develop an understanding of and appreciation for the timelessness of Shakespearean content and how it continues to span human experience.

Essential Questions: 1. Why is Shakespeare important to study? 2. What influences does he have on the English language and literature as we know it today? 3. What essential themes are covered in Romeo and Juliet and how are they applicable to our everyday lives?

Understandings: Students will be able to

Make connections between self, text, and world. Think analytically, critically, and creatively when engaging with the text. Use literacy skills to find meaning and be active, engaged readers and writers. Identify main ideas in text. Understand the key features of the text.

Skills Development: Students will know how to. Use literary devices to find meaning Make connections (text-text, text-world, text-self). Visualize/decipher textual images Understand features of text Identify and use a variety of strategies to expand vocabulary Critically engage with the text to achieve a deeper understanding of the play, its themes, and the authors message.

Curriculum Connections: Oral Communication Listening to Understand 1.2, 1.3, 1.4, 1.5; Speaking to Communicate 2.2, 2.3, 2.4 Reading and Literature Studies Reading for Meaning 1.2, 1.4, 1.5; Understanding Form and Style 2.1, 2.2; Reading with Fluency 3.2, 3.3 Writing Developing and Organizing Content 1.2, 1.3, 1.4; Using Knowledge of Form and Style 2.1, 2.3 Applying Knowledge of Conventions 3.2 Media Studies Understanding Media Forms, Conventions, and Techniques 2.1, 2.2 Creating Media Texts 3.1, 3.2, 3.3, 3.4.

Accommodation
In anticipation of ELLs in the class, many of the beginning readings will be done using an online audio e-book to set the stage, in which the play is streamed and read aloud. The vocal intonations and manner in which the play is read will assist even native-English speakers, give the students a sense of the plays momentum, and provide a model to follow when it comes time for them to read and actively engage with the text. Careful and continual explanations and student investigations of the vocabulary, characters, plot, and literary devices supported by many visual images from online, print, and video sources will encourage a gradual shift onto the students to read and perform roles.

Materials
Online e-book William Shakespeares Romeo & Juliet http://www.stratfordfestival.ca/education/teachers.aspx?id=1096 www.tumblebookcloud.com

Print The World of Shakespeare by Anne Claybourne and Revecca Treays, Usborne Publishing. A Guide for Using Romeo and Juliet in the Classroom by Mari Lu Robbins, Teacher Created Materials, INC. Shakespeare Set Free: Teaching Romeo and Juliet, Macbeth, and A Mid-Summer Nights Dream by Peggy OBrian, Teaching Shakespeare Institute. Other computer/laptop projector TV/DVD player Copies of R&J Baz Luhrmann version chart paper markers handouts and photocopies from above texts

Assessment
There are no tests to accompany this unit. Participation and involvement are obligatory. Assignments will vary between individual and group, written and oral. If necessary, quizzes may be administered to ensure comprehension. In-class participation 30% Assignments 20% Homework 10% Quizzes* 10% Summative Script, Essay or Presentation 30% Details on these assignments will be provided closer to their submission. Additional Tools and Possible Strategies for Assessment: Student Work Samples; Observation; Oral Assessment; Rubrics; Peer-assessment; Checklists; Self-assessment; One-to-One Interview

Unit Activity Outline Activating Prior Knowledge:

Who is Shakespeare? Provide the students with background information on Shakespeare and his life and works via Jigsaw activity/lesson plan. Shakespearean Tragedy (handout page 9) This graphic organizer is a great way to represent the structure for the Shakespearean tragedy for the students. Students can use this graphic organizer to then record action and information as it occurs. Shakespeares World Jigsaw Activity (handout pages 6-8)

Reading Comprehension, Critical Thinking & Co-operative Learning :

The following are a variety of reading comprehension and critical thinking activities for the students to complete: Who are the Characters? (handout page 10) This activity allows the students to become acquainted with the characters are they read through the first Act of the play. Shakespeare & Literary Devices (handout page 11) This activity gives the students an opportunity to explore and engage with the literary devices used by Shakespeare. Reading Response Questions (handout page 12-15) Have the students work through these questions as they read through the play. Quotation Analysis As the students read through the play, have them record any passages that they feel are important and significant to the play. In their analysis, the students are to identify the speaker, the context of the passage, what the passage reveals and how and why it is significant to the plot. Vocabulary Chart (page 16) This graphic organizer is for students to focus on and understand vocabulary that is difficult or unfamiliar to them. Architects Design Imagine that you have been hired to construct a 3-dimensional scene from the text. Using various materials, construct a vivid scene from the text. You are to accompany your construction with a written explanation of what you created, what scene it represents, why you created it, and how/why this scene is significant for the text. Creative Character Mask Using paper mache, students are to create a mask for one of the main character of the text. On the mask students may glue pictures, words, and/or symbols that are significant to that character and to the events of the play.

Culminating Task:
Students are to select from the topics below and write a five-paragraph essay. Have students self and peer assess one another. 1. Fate and coincidence are two very different lenses through which one can view the events that take place in Shakespeares Romeo & Juliet. Are the deaths of Romeo and Juliet a work of fate, or merely a coincidence? You are to write a five-paragraph essay defending your position. In your essay you are to make reference to the text, providing various examples to illustrate your point.

2. The images of light and dark recur throughout the Shakespeares Romeo & Juliet. Explain how images of light and dark are used to symbolize Romeo and Juliets love for one another. You are to select and discuss in detail three examples of the light and dark imagery in your response. 3. Explain the role of Friar and the Nurse to Romeo and Juliet, respectively. Do you believe that they acted as parents to Romeo and Juliet? Why or why not? You are to write a five-paragraph essay defending your position. In your essay you are to make reference to the text, providing various examples to illustrate your point. 4. Juliets parents desire to marry her off to Count Paris. What do the reasons and intentions for this marriage reveal about marriage at that time? How do these reasons and intentions compare to the reasons for which Romeo and Juliet want to marry? You are to write a five-paragraph essay defending your position. In your essay you are to make reference to the text, providing various examples to illustrate your point.

Do more
Divide the students into small groups and have the present different scenes throughout the play. Have the students: Present their scenes in costume Memorize their lines Use music, props, and other appropriate materials Explain the significance of their scene and its relevance to the play as a whole

Two Lesson Plans

Lesson 1 (Day 1): Introduction to Shakespeare: Life and Times
Unit Expectations 5-10 mins -Describe unit expectations, activities, assessments, and evaluation. -Touch on the importance of in-class participation

Sharing and Collaborating 15 mins

-Have students come up to chalkboard and answer the following questions that are already up : 1. Why might Shakespeare be hard to study? 2. Why might Shakespeare be important to study?

-Discuss how we can surmount reading obstacles (using vocabulary organizers) -Expand on student reasons for studying Shakespeare by noting that he tackles major life themes and hopes: love, death, hate, war, etc. -He invented many words/sayings we still use today -Discuss the importance of reading Romeo and Juliet aloud, noting that it was written to be acted on stage, not just read in the classroom.

Jigsaw Activity 30 mins (15 mins. step one; 15 mins. step two)

-Divide class up into groups of 5-6. -Distribute jigsaw handout (below) and photocopies or copies of The World of Shakespeare (if you were able to track them down) and give each group their section (Group 1. Who was Shakespeare? Group 2. Elizabethan Beliefs;

5
Group 3. London Life; Group 4. Elizabethan Theatre; Group 5. The Globe Theatre) -Explain steps from handout and allow students to work in groups. Homework 5-10 mins -Distribute Venn Diagram handout (below) comparing our time to his. Get class to complete for homework.

Lesosn 2 (Day 2): The Prologue Review 15 mins -Check for Venn Diagram homework and briefly discuss student findings. -Get students from previous days jigsaw activity to mention some of the most interesting points they learned. Maybe have some treats and quiz them quickly with particulars about his life and times.

Pre-Reading 15 mins

-Begin with questions for class: 1. Why is Shakespeare so popular? 2. What is it about his plays that make them so famous? -He wrote about human nature/how people behave -Honest, sometimes bitterly so of how people would react and not how society expects them to react. -His ideas are so relevant today because we continue to relate to them. -How many works? 37 plays, 154 Sonnets -Give Shakespearean Tragedy handout and explain this is a classic example of a tragedy (handout below)

The Prologue 20-30 mins.

-Discuss sonnets -What makes a sonnet? What types of sonnets are there? Who are they written for? -Pass out a photocopy of the Prologue (below) so students can mark it up in the sonnet discussion -Read sonnet, then get students to take turns reading it aloud. -Get students to tell you what each sentence means in and of itself then together as a whole and in context to the play.

Post-Reading 10 mins Homework 5 mins

-Why is it appropriate for Shakespeare to open the play with a sonnet? 1. Students write their own version of the Prologue (in their own words) 2. Students discuss their opinion as to whether or not the Prologue reveals too much in terms of the plot. Does it reduce the suspense or add a new kind of suspense? page minimum. 3. Give out vocabulary organizer handout and explain this is to be used throughout the play. Use it to look up words for Act 1.1.

Handouts

Shakespeare Jigsaw Activity An Introduction

Name: ________________________

Step 1: For this activity, your group is to become the experts on your particular section. It is your responsibility as a
group to record, in point form, the most appropriate and interesting information. You and your group are to come up with a list of the points you wish to include together and it is your responsibility as an individual member to ensure you make notes of these points for Step 2.

Step 2: After all groups have come up with their respective points, we will conduct a jigsaw activity in which you are to
get into new groups with a member from each section. Each new member will present their groups findings to the rest of the members and everyone is to fill out each section of their charts.
Section Notes

Who was Shakespeare?

Elizabethan Beliefs

Section

Notes

London Life

Elizabethan Theatre

The Globe Theatre

Example from the book of a section to be used for the Jigsaw Activity: *Note*: For ELLs, this text is extremely useful for studying R&J and it is best to try to get your hands on a few copies of the text itself because in the back there is an extensive index that can also help with other vocabulary words used throughout the play.

Shakespearean Tragedy
Below is the general structure of a five act Shakespearean Tragedy. Add details and information as the plot unfolds.

Climax

Rising Action

Falling Action

Introduction

Catastrophe

What are some things you notice about this structure?

10

Who are the Characters?

Understanding the characters is fundamental for a deeper understanding of the play. As you read through the first act and begin to meet the characters, complete the activity below. Try to visualize the characters physical appearances, listen to the words they say, how they interact with other characters, and what they say during their soliloquies. A. Match the adjectives on the right, with the characters on the left, keep in mind that the same word can apply to more than one character. Juliet ________________________________________________ Capulet ______________________________________________ Montague ____________________________________________ Romeo ______________________________________________ Mercutio ____________________________________________ Lady Capulet _________________________________________ Nurse _______________________________________________ Mercutio ____________________________________________ Benvolio ____________________________________________ Coutn Paris __________________________________________ Prince ______________________________________________ Friar _______________________________________________ lovesick reasonable impetuous wealthy friendly just vulgar miserable harmonious good-looking temper straightforward talkative carefree beautiful kind poignant

B. Respond to the following questions. 1. Is Benvolio more realistic than Romeo? Make reference to the text in your explanation. 2. Do you believe the love Romeo felt for Rosaline was a deep and heart-felt love? Explain. 3. Lady Capulet recommends Count Paris to her daughter, Juliet. When she does so, what qualities and characteristics does she stress? What does this tell the reader about her? What does this tell the reader about what she wants for her daughter? 4. How do Romeo and his friends manage to enter the Capulet ball without being caught by any emebers of the Capulet family? Explain.

11

Shakespeare & Literary Devices

Throughout Romeo & Juliet Shakespeare uses a variety of literary devices. As you read through the play find examples of each of the following literary devices. For each identify the act, scene, lines and provide an explanation of how the literary device is used.

Alliteration Pun Hyperbole Irony Foreshadowing Comic Relief Metaphor Similie Allusion Personification Analogy Repetition Motif Oxymoron

12

Reading Response Questions

Act I
scene i There is a feud between two families that becomes known at the beginning of the play. Between which two families is there a fued? How do you know this? What announcement is made following the street brawl? Why is this significant? What advice does Benvolio give Romeo concerning Rosaline? Describe how Romeo and Benvolio discover the Capulets ball? Do they decide to attend? Explain.

scene ii

scene iii

Where does this scene take place? Describe the setting. What are Juliets thoughts and feelings about getting married? How do we come to learn this? Provide an example. Explain the meaning behind this passage: Ill look to like, if liking move; But no more deep will I endart mine eye Then your consent gives strength to make it fly (I, iii)

scene iv

Describe the setting of this scene. Be as descriptive as possible. Mid-way through this scene, Romeo gives a speech, what does he say? Why do you think it is significant?

scene v For the following quote, identify the speaker, how this would be said in modern day language, and explain the meaning behind it: My only love sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me That I must love a loathed enemy. (I, v, 138-141) Describe the setting of this scene. Where does it take place? Who is present?

13
Describe what angers Tybalt during this scene. How does he react? What does Romeo discover in this scene?

Act II
scene i & ii Describe Mercutios view on love. How is dramatic irony evident within this scene? List the images of light in Romeos speech on lines 3-23 and 27-32. What do they suggest about his love for Juliet? How does Romeo explain his love for Juliet is different from his love for Rosaline? Explain. Why does the Friar agree to marry Romeo and Juliet? Explain. What do you think are the consequences of this decision? Explain you reasoning. Juliet describes love as the light that conquers darkness. Has Juliet changed since the reader was first introduced to her? How? Why? Explain.

scene iv & v

Act III
scene i Tybalt is determined to fight Romeo? Why does Romeo refuse to fight him? How does Mercutio get involved? Explain what happens when he gets involved. What happens in this scene that is significant to the story? Explain what happens and why it is significant.

14
scene ii At the beginning of this scene, lines 1-31, Juliet gives a soliloquy. Paraphrase her soliloquy and explain its significance. What news does the Nurse give Juliet? How does Juliet react to the news? Describe that follows in this scene. Describe how Romeo reacts when he learns that he has been banished. Paraphrase Friar Laurences speech, lines 108154. What does he say? How and why is it significant? Describe the setting of the scene. What happens? Describe Capulets opinion now, as opposed to when Paris first came to ask to marry Juliet. How is it different? Why is it different? Explain.

scene iii

scene iv

scene v

Explain what happens at the beginning of the scene. How does Capulet react when Juliet adamantly refuses to marry Paris? How does the Nurse console her? What does she say? How does this influence Juliet? Explain.

ACT V scene i Describe Romeos opening speech. What does he reveal? How does this compare with the news he receives from Balthasar? How does Romeo receive the poison from the apothecary? What are his intentions with the poison?

15
scene ii Describe what happens in this scene. How and why is it significant? scene iii Describe the opening of this scene. Who does Romeo encounter? What happens during this encounter? What happens when Romeo enters the tomb and sees Juliet? What happens when Juliet awakens? Explain the Friars speech. How does the play conclude?

16

Vocabulary Chart
As you view the e-book/play record new and unfamiliar words, the sentence it came from, what you think the word means and the actual definition of the word.
New Word Sentence it came from I think it means The dictionary says