Content Area English I
Target Course/Grade level
9
Unit Title Drama Unit 4
Essential Questions Are we governed by fate or free will?
Unit Overview Students read Shakespeare’s Romeo and Juliet and William Gibson’s The Miracle Worker to compare and contrast the ways in which the plays
treat the related theme of “fate versus free will.” This unit will confirm students’ shared understanding of the elements of drama, preparing them for the study of
other dramatic works throughout high school.
Standards/
CPI’s
Unit Learning Targets
As a result of this segment of learning, students
will…
Lessons and Activities
The learning experiences that will facilitate engagement and
achievement
Evidence of Learning
Formative and Summative
measures
Resources
Books, articles, text, etc.
North Arlington Public Schools
Content Area English I
Target Course/Grade level
9
Unit Title Drama Unit 4
Essential Questions Are we governed by fate or free will?
Unit Overview Students read Shakespeare’s Romeo and Juliet and William Gibson’s The Miracle Worker to compare and contrast the ways in which the plays
treat the related theme of “fate versus free will.” This unit will confirm students’ shared understanding of the elements of drama, preparing them for the study of
other dramatic works throughout high school.
RL.9-10.3: Analyze how
complex characters (e.g.,
Objectives

those with multiple or
conflicting motivations)

plot or develop the theme.
the playwright uses to advance them.

RL.9-10.5: Analyze how an
author’s choices concerning
how to structure a text, order
events within it (e.g., parallel

plots), and manipulate time
RL.9-10.9: Analyze how an
author draws on and


Plays
Write an essay that compares and contrasts aspects of tragic
illumination in the tragedies of Romeo and Juliet and The Miracle

Worker. State thesis clearly and include at least three pieces of

evidence to support the thesis. (RL.9-10.2, RL.9-10.3, W.9-10.2)

minor characters and explain how
Write an essay in which you discuss the extent to which one of the
characterization advances the plot or
dramas studied adheres to Aristotle’s definition of tragedy. State
theme.
thesis clearly and include at least three pieces of evidence to



Understand definitions of comedy
support the thesis. (RL.9-10.2, RL.9-10.3, W.9-10.2)
and tragedy and explain how the
Speech
Select a one-minute passage from one play and recite it from
memory. Include an introduction that states:
Analyze the playwright’s use of
irony.

Suggested Literary Texts
Essay
term “tragedy.”
create such effects as mystery,
Suggested assessments
Trace the development of major and
other works studied exemplify the
(e.g., pacing, flashbacks)
tension, or surprise.
Explain the structure of the plot(s)
and describe the dramatic techniques
text, interact with other
Essay
Identify and explain the elements of
drama in general
develop over the course of a
characters, and advance the
Suggested Activities
o
Identify the poetic devices used in



Graded class
participation
Graded class
discussion
Peer and teacher
critique of expository
journals
Group and individual
research projects
Benchmarks
Tests
Announced and
unannounced quizzes
Peer editing
4 short analyses
1 narrative writing
Suggested assessments
Summative assessments
What the excerpt is (i.e., cite play and place the passage in
based on readings and notes.
context).
(RL.9-10.1, SL.9-10.1)
a specific work (e.g., how
effect.
How the passage exemplifies one of the play’s themes. (RL.9-
Teacher made assessments
10.2, SL.9-10.4, 6)
based on readings and notes.
Excerpt on Tale of Doomed
Lovers Pulls Romantic to Verona
(1996)
Excerpt on Sign Language: The
Game Within the Game of
Baseball by Tim Kurkjian (1997)
From The Story of My Life by
Suggested Art, Music, and Media
Pablo Picasso, Portrait of a Man
RL.9-10.4, SL.9-10.1)
multi-media presentations
(1523)
(RL9-10)
Sir Frank Dicksee, The Ball Scene
RI.9-10.1: Cite strong and
text.
Informational Text
Teacher made projects and
How does free will play a part in Romeo and Juliet's destiny? The
a play by Shakespeare).
inferences drawn from the
Suggested Informational Texts
seminar question may also be used as an essay topic. (RL.9-10.1,
or how a later author draws on
text says explicitly as well as
Gibson)
Prompt: What similarities exist
between how playwrights and
painters depict tragedy?
Seminar Question
support analysis of what the
The Miracle Worker (William
(RL.9-10.1, SL.9-10.1)
topic from Ovid or the Bible
thorough textual evidence to
Shakespeare)
Helen Keller (1902)
Romeo and Juliet and explain their
Why the passage is significant.
transforms source material in
Shakespeare treats a theme or
Romeo and Juliet (William
Oral Presentation
Compare the rendering of Carravagio’s The Death of the Virgin to
Act V, scene iii of Romeo and Juliet. How do the artist and the
playwright create dramatic effects? Describe and explain the
from Romeo and Juliet (1882)
Teacher made analytical,
Artemesia Gentileschi, Judith and
persuasive and expository
Her Maidservant with the Head of
writing(RL.9-10.1, RL.9-
Holofernes (1625)
North Arlington Public Schools
Content Area English I
Target Course/Grade level
9
Unit Title Drama Unit 4
Essential Questions Are we governed by fate or free will?
Unit Overview Students read Shakespeare’s Romeo and Juliet and William Gibson’s The Miracle Worker to compare and contrast the ways in which the plays
treat the related theme of “fate versus free will.” This unit will confirm students’ shared understanding of the elements of drama, preparing them for the study of
other dramatic works throughout high school.
W.9-10.2: Write
informative/explanatory texts
to examine and convey
complex ideas, concepts, and
information clearly and
accurately through the
effective selection,
significance of at least three examples. (RL.9-10.7)
10.9, W.9-10.2, SL.9-10.1)
Sarah Gibson Kate and Keller’s
Illumination (1968)
Compare the rendering of Sea Piece by Moonlight by Caspar
David Friedrich (oil on canvas) 25x35cm at the Museum der
Benchmark exams(RL.9-
Film adaptation of Romeo and
bildenden Kunste, Leipzig, Germany to Act II scene iii of The
10.1, SL.9-10.1)
Juliet
Film adaptation of The
Miracle Worker
Miracle Worker. How does the absence of light and the breaking
dawn mirror Helen’s experience.
organization, and analysis of
content.
SL.9-10.1: Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades 9–
10 topics, texts, and issues,
building on others’ ideas and
expressing their own clearly
and persuasively.
L.9-10.6: Acquire and use
accurately general academic
and domain-specific words
and phrases, sufficient for
reading, writing, speaking,
and listening at the college
and career readiness level;
demonstrate independence in
gathering vocabulary
knowledge when considering
a word or phrase important to
North Arlington Public Schools
Content Area English I
Target Course/Grade level
9
Unit Title Drama Unit 4
Essential Questions Are we governed by fate or free will?
Unit Overview Students read Shakespeare’s Romeo and Juliet and William Gibson’s The Miracle Worker to compare and contrast the ways in which the plays
treat the related theme of “fate versus free will.” This unit will confirm students’ shared understanding of the elements of drama, preparing them for the study of
other dramatic works throughout high school.
comprehension or expression
North Arlington Public Schools