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Romeo and Juliet Unit Plan

This unit plan overview summarizes a unit for a GATE Freshman English class that will use Romeo and Juliet to teach argumentative essay writing from January 9th to February 17th. Students will analyze characters and events in the play to answer an essay prompt arguing which character is most responsible for Romeo and Juliet's deaths. Lessons incorporate activities like a Globe Theater virtual field trip and analyzing acts of the play. Assessments include Kahoots, memes, and a final argumentative essay. The unit aligns with state standards for reading, writing, and language arts.

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120 views4 pages

Romeo and Juliet Unit Plan

This unit plan overview summarizes a unit for a GATE Freshman English class that will use Romeo and Juliet to teach argumentative essay writing from January 9th to February 17th. Students will analyze characters and events in the play to answer an essay prompt arguing which character is most responsible for Romeo and Juliet's deaths. Lessons incorporate activities like a Globe Theater virtual field trip and analyzing acts of the play. Assessments include Kahoots, memes, and a final argumentative essay. The unit aligns with state standards for reading, writing, and language arts.

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api-649865669
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit Plan Overview Template:

GATE Freshman English, Writing and Argumentative Essay using Romeo and Juliet. This unit
will run from January 9th to February 17th. The classroom will be arranged in three rows that
contain three groups of desks that are pushed together with four desks in a group. Students will
all be issued the No Fear Shakespeare version of Romeo and Juliet and they will also have their
school issued computers to use.

THEME(S) & RATIONALE


At the end of this unit, the students will have written an argumentative essay answering the
following question: Which of the many characters in Romeo and Juliet are responsible for the
young lovers' deaths?
The students will have learned how to write an argumentative essay and will demonstrate that
through their submitted essay.
These are valid and relevant objectives because the TUSD curriculum map requires that
Freshman write an argumentative essay using a text. This unit fulfills that requirement as well as
reaches the many state standards that are listed below.

CURRICULUM/STANDARDS
Reading:
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
9-10.RL.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.
Writing
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level
and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
9-10.W.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Language
9-10.L.2 Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Use correct spelling.

ASSESSMENT
Kahoot, Romeo and Juliet Game, Make a meme, writing an argumentative essay, analysis
questions that accompany all five acts of the play, write on a Jamboard. All of these
assessments will be used to measure if the students have achieved the objective for the day,
and when they have learned or remembered from the text. The Kahoots will mostly be used for
reading comprehension and review of the previous acts of the play, but will also be used for
formative assessments.

Argumentative essay prompt: Choose a character from the play that you think is responsible for
the tragic deaths. Provide evidence proving why they are responsible as well as a
counterargument that addresses why someone else might think they are not responsible.

RESOURCES/MATERIALS
Daily powerpoints, Globe Theater virtual field trip video, globe theater construction sheets,
Romeo and Juliet Game cards and powerpoint, Taylor Swift/Hip hop vs Shakespeare activity,
Act analysis questions, kahoots, essay grading rubric, peer feedback guide, No Fear
Shakespeare version of Romeo and Juliet, Globe Theater film version of Romeo and Juliet, Mini
lesson powerpoints, syllabus and expectancy sheet, seating chart, Jamboards, blank meme
templates, meme examples, assignment examples. Daily lesson plans, Timeline activity
materials.
Monday Tuesday Wednesday Thursday Friday

1/2 1/3 1/4 1/5 1/6


Winter Break Winter Break Winter Break Winter Break Winter Break

1/9 1/10 1/11 1/12 1/13


First Day of Topic: Topic: Globe Topic: Globe Topic: Globe
School Shakespearean Theater Virtual Theater Theater
Language Field Trip construction Construction
Topic: Syllabus
and
Expectations for
Spring

1/16 1/17 1/18 1/19 1/20


No School Topic: Book Topic: Prologue Topic: Act One Topic: Act Two
Check out and Meet the
Walk around the characters
book activity

1/23 1/24 1/25 1/26 1/27


Topic: Plot Topic: Act Three Topic: Translate No School Topic: Act Four
review: Make a a conversation PD Day
meme

1/30 1/31 2/1 2/2 2/3


Topic: Character Topic: Act Five Topic: Play Topic: Flex day Topic: Decision
Obituary Timeline If not needed: Making in
Kahoot on Plot Plot Romeo and
review/Make a Juliet game
meme

2/6 2/7 2/8 2/9 2/10


Topic: Parts of Topic: Topic: First body Topic: Flex day Topic: Second
an Argument Introduction paragraph If not needed: body paragraph
Essay Prompt paragraph Who said it?
Thesis Activity
Statement
2/13 2/14 2/15 2/16 2/17
Topic: Counter Topic: Topic: Rough Topic: Peer Topic: Revise
Argument Conclusion Draft due Reviews
MLA Format

2/20 2/21 2/22 2/23 2/24


Topic: Edit Topic: Finalize Topic: Book Rodeo Break Rodeo Break
essay and Return
submit Romeo and
Book Return Juliet scavenger
hunt or Escape
room

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