Unit: Drama/Shakespeare (Romeo & Juliet)
Estimated Days:
15 lessons (2 months)
Big Ideas/Essential Questions (How does this unit apply to a student’s life?)
 How are the themes of the play relevant in today’s society? (love, anger, fate, free-will, etc.)
Standard(s): asterisk=priority standard
*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.
*RL 2: Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL 3: Analyze how complex characters develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
*RL 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.
*RL 7: Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.
RL 10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems,
in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL 2: Integrate multiple sources of information presented in diverse media or formats evaluating the
credibility and accuracy of each source.
L 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 9-10 reading and content, choosing from a range of strategies.
L 5a: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings— (a) Interpret figures of speech in context and analyze their role in the text & (b) analyze
the nuances in the meaning of words with similar denotations.
Content (students need to know):
Reading
 The plot& characters of R&J.
 How to read a dramatic text.
 Strategies to break down text
and meanings of words.
 Various stylistic techniques
Shakespeare employs.
 Background information about
Renaissance England.
Writing
 Journal techniques to hold
ideas.
 Paragraph responses to explain
a concept (theme of the play).
 How to cite evidence from the
text to support analysis.
Speaking & Listening
 Group discussion techniques to
enhance understanding and
share opinions.
 Group or individual
performance techniques &
strategies.
Skills (students need to do):
Reading
 Read classical drama
 Use strategies to comprehend &
evaluate text.
 Translate Shakespeare’s language
into contemporary language.
 Make connections between the play
and modern society/oneself.
Writing
 Write short responses that analyze
the text and use textual support.
 Explore and express their ideas in
writing.
Speaking & Listening
 Discuss the text.
 Read or perform dramatically.
Bloom’s Level (must
match summative
assessment)
Summative Assessment(s) (evidence of learning):
Individual by Teacher: (choose from the following) play performance, skit, comic book, essay, etc.
Common Assessment: Speech Analysis, Paragraph Response Analyzing Theme
Formative Assessments (evidence of progress)
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Read or perform dramatically.
Translation of Shakespeare’s language.
Paragraph responses
Graphic organizers
Character journal or chart
Discussions
What if students don’t get it?
What if students do get it?
Resources: Romeo & Juliet, textbook introduction and supplementary pieces, films.
Resources Needed: