Grades 6-12 ELA CCGPS Unit 3 Plan 2013-2014
3rd nine weeks
Grade Level
Duration
Theme
Reading Focus
Writing Focus
Curriculum Map
9th
40 days
Paradoxes of Life and Language
Literary
Informative/Explanatory
Indicate the number expectation (1, 7, 3-5, etc.) according to the grade level curriculum map provided by the GADOE.
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1 Extended Text(s)
7 Thematically connected short texts (mix of literary and informational)
4-6 Analysis Writing in Focus Genre (ELACCGPS W 1 or 2)
1-2 Narrative Writing (ELACCGPS W 3)
Instruction on the following standards/skills is expected recursively in every unit throughout the school year.
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Research Connections (ELACCGPS W 7-9)
Routine Writing (ELACCGPS W 10)
Language
o Conventions (ELACCGPS L 1-3)
o Vocabulary (ELACCGPS L 4-6)
Speaking and Listening (ELACCGPS SL 1-6)
Reading Foundational Skills: Grades K-5 (ELACCGPS RF 1-4)
READING FOCUS: Literary
Use your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed.
Grade Band
K-1
2-3
4-5
6-8
9-10
11-CCR
Lexile “Stretch” Band
N/A
420L – 820L
740L – 1010L
925L – 1185L
1050L – 1335L
1185L – 1385L
EXTENDED / ANCHOR TEXT(S) (Include all information for each title)
Title: Romeo and Juliet
Author: William Shakespeare
Genre: Drama
Lexile: NP
ISBN: 0-13-062454-3
Thematically Connected SHORT LITERARY TEXTS (Include text type and lexile level for each)
1. “Nuns fret not at their convent’s narrow room”- William Wordsworth- poem- NP
2. Poem #134- Francesco Petrarch- poem- NP
3. Sonnet #18- William Shakespeare- poem- NP
4. “What Guile is This?”- Edmund Spenser- poem- NP
5. “When I Consider How My Light is Spent”- John Milton- poem-NP
6. “Sonnet #116”- William Shakespeare- poem-NP
7. “I Wait the Ocean Waves to Wash My Soul”- Marieta Maglas-poem- NP
8. “My Mistress’ Eyes”- William Shakespeare- poem-NP
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Thematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each)
1. “Thanks, Will” by Debbie Nevins
Supplemental Materials, Resources and/or Internet Links:
1. “My Funny Valentine” music/lyrics- http://www.youtube.com/watch?v=UjuaZDdqmCw
2. Romeo and Juliet DVD, 1968 Franco Zeferelli
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WRITING FOCUS: Informative/Explanatory
Use your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed.
ASSESSMENT TASKS / WRITING PROMPTS (Writing prompts will serve as the common unit assessments for this unit. All unit assessments will
align with the focus standards indicated that have been explicitly taught.)
Indicate Writing Type for Each Prompt: (Argumentative or Informative/Explanatory)
List writing assessment prompts in the order they will appear in the instruction for the unit.
1. Informative: Of the sonnets we have studied in class (TPCASTT), choose one to analyze in a one page essay. Focus on the
elements of a TPCASTT and present the information in an essay format. How does the author develop the theme using literary
devices identified in the TPCASTT? Be sure to include two to three pieces of textual evidence (MLA in-text citations and direct
quotes). Students must correctly use and identify three phrases in the essay. Students must also use and identify complex and
compound-complex sentences.
2. Informative: Romeo and Juliet contains many examples of paradox. Choose one of these and explain how Shakespeare
develops this idea through the play. You must include two in-text citations. They must use, identify, and highlight at least five
phrases in their response.
Paradox Choices: light vs. dark, destiny vs. free will, earthly vs. heavenly, love vs. hate
3. Informative: After reading Romeo and Juliet, choose one complex character (Romeo, Juliet, or Friar Lawrence) and analyze
how that character develops over the course of the text, how they interact with other characters, and how their actions and
decisions affect the resolution of the plot. Also, choose one theme and explain how this character helps develop the overall
message throughout the course of the play. Be sure to include one quote from the beginning and one from the end of the play
showing how they change.
NARRATIVE WRITING
ELACCGPSW3
1. (Module 1 Task 4) Students will write their own Shakespearean sonnets, remembering these rules:
o It must consist of 14 lines.
o It must be written in iambic pentameter (duh-DUH-duh-DUH-duh-DUH-duh-DUH-duh-DUH).
o It must be written in one of various standard rhyme schemes.
o You must include three literary devices and highlight/label them in the poem.
ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres)
ELACCGPSW10
1. Note taking on literary and poetry terms as they pertain to works read in class
2. Annotating texts throughout the unit
3. TPCASTT poems
4. Literary log of imagery, sensory language, poetry devices, and figurative language used in Romeo and Juliet.
RESEARCH CONNECTION(S)
ELACCGPSW7-9
1. Shakespeare
2. Petrarch
3. Spenser
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UNIT FOCUS STANDARDS
While all standards should be taught recursively throughout each unit, the standards listed below indicate focus standards for this unit that
are explicitly taught and can be used for benchmark, formative, summative and/or common unit assessments.
ELACC9-10RL3: 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.
READING
LITERARY
ELACC9-10RL4: 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 (e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone.)
ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de
Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).
N/A
READING
INFORMATIONAL
WRITING
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make
a. important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws
on and transforms source material in a specific work [e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]”).
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ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations.
LANGUAGE
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their
role in the text.
N/A
SPEAKING AND LISTENING
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Module 1
PLANS FOR ASSESSMENT 1
Integrating reading selections from the unit into a writing task
(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)
PROMPT:
(Repeated from Cover Pages)
Informative: Of the sonnets we have studied in class (TPCASTT), choose one to analyze in a one page essay. Focus on the
elements of a TPCASTT and present the information in an essay format. How does the author develop the theme using literary
devices identified in the TPCASTT? Be sure to include two to three pieces of textual evidence (MLA in-text citations and direct
quotes). Students must correctly use and identify three phrases in the essay. Students must also use and identify complex and
compound-complex sentences.
SKILL BUILDING TASKS:

Include a task to teach EVERY skill students will need to succeed on the assessment prompt above.
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Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year.
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Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team.
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Tasks lead students through reading and research to complete the writing prompt indicated.
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Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each
standard.
Module 1 TASK # 1
Suggested Time Frame
2 days
TASK / FOCUS SKILL
Analyze three major sonnet forms, take notes over literary terms and poetry/sound devices,
explicate and analyze a poem through the use of TPCASTT.
How does the structure of a sonnet impact its meaning?
ESSENTIAL QUESTION
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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.
READING
ELACC9-10RL4: 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 (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10RL10: 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.
WRITING
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]”).
LANGUAGE
ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 9–10 reading and content, choosing flexibly from a range of strategies.
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a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
SPEAKING
AND
LISTENING
N/A
Instructional Sequence for Task:
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Students will take notes over the three major sonnet forms (Italian, Spenserian, Shakespearean).
Students will take notes over literary terms and poetry/sound devices (to use for TPCASTT).
Focus on iambic pentameter with the poetry notes.
Teacher will explain TPCASTT format.
Teacher will model explication through TPCASTT, using “Nuns fret not at their convent’s narrow room.”
Students will examine poem for literary terms and poetry devices.
Module 1 TASK #2
Suggested Time Frame
3 days
TASK / FOCUS SKILL
Analyze three major sonnet forms with partners, explicate and analyze a poem through the use of
TPCASTT, complete a rapid pre-assessment quiz over sonnet structure.
How does the structure of a sonnet impact its meaning?
ESSENTIAL QUESTION
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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.
READING
ELACC9-10RL4: 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 (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10RL10: 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.
WRITING
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]”).
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LANGUAGE
ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 9–10 reading and content, choosing flexibly from a range of strategies.
c. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
d. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
SPEAKING
AND
LISTENING
ELACC9-10SL1: 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.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
Instructional Sequence for Task:
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Students will be placed in pairs/small groups.
Teacher will hand out one example of each of the three main types of sonnet to each of the pairs. (Poem #134 by
Petrarch, Sonnet #18 by Shakespeare, “What Guile is This?” by Spenser)
Student pairs will explicate each of the sonnets and determine what form of sonnet each one is. Students will use chart
paper to TPCASTT their poems. (These explications worksheets with the poem are in the dropbox). *Note: Teacher will
informally assess each TPCASTT before the students create their charts.
Class will come together to share their explications.
Teacher will add information to explications at the end of class, if there is any information missing.
Rapid Pre-Assessment for Differentiation (to prepare for Task 3): Students will take a short multiple choice quiz (five
questions) to determine their comprehension of sonnet structure. The teacher will use the results from the quiz to
determine sonnets for individual students for tomorrow’s lesson.
Module 1 TASK #3
Suggested Time Frame
1 day
TASK / FOCUS SKILL
Analyze one of the major sonnet forms independently through differentiation, explicate and
analyze a poem through the use of TPCASTT.
How does the structure of a sonnet impact its meaning?
ESSENTIAL QUESTION
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
READING
ELACC9-10RL2: Determine a theme or central idea of 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
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of the text.
ELACC9-10RL4: 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 (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10RL10: 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.
WRITING
LANGUAGE
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]”).
ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 9–10 reading and content, choosing flexibly from a range of strategies.
c. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
d. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
SPEAKING
AND
LISTENING
N/A
Instructional Sequence for Task:



Students will complete independent practice of analyzing sonnets (these worksheets are located in the dropbox).
Each student will be given one of three sonnets to explicate (based on RPA from Task 2) (“When I Consider How My
Light is Spent” by Milton, “Sonnet #116 by Shakespeare, “I Wait the Ocean Waves to Wash My Soul” by Maglas).
DIFFERENTIATION: Students will use TPCASTT to explicate their assigned sonnet. Sonnets are assigned based on the
complexity of the sonnet with the ability level of the student from the RPA (Task 2).
Module 1 TASK #4
Suggested Time Frame
2 days
TASK / FOCUS SKILL
Analyze a sonnet through the use of TPCASTT; compare and contrast a song and a sonnet through
the use of a graphic organizer.
How does the careful analysis of a sonnet help you understand its meaning?
ESSENTIAL QUESTION
READING
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
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ELACC9-10RL2: Determine a theme or central idea of 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.
ELACC9-10RL4: 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 (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
ELACC9-10RL10: 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.
WRITING
LANGUAGE
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
b. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]”).
ELACC9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 9–10 reading and content, choosing flexibly from a range of strategies.
c. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in
a sentence) as a clue to the meaning of a word or phrase.
d. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
SPEAKING
AND
LISTENING
N/A
Instructional Sequence for Task:





Whole class will explicate “My Mistress’ Eyes are Nothing Like the Sun.”
Students will complete a TPCASTT of the poem with the teacher.
Teacher will pass out lyrics to “My Funny Valentine.”
Students will listen to “My Funny Valentine” by Ella Fitzgerald (in dropbox).
Homework: Students will complete a double bubble map comparing and contrasting the lyrics to the song and “My
Mistress’ Eyes are Nothing Like the Sun.”
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Module 1 TASK #5
Suggested Time Frame
1 day
TASK / FOCUS SKILL
Compose personal Shakespearean sonnets.
ESSENTIAL QUESTION
What are the characteristics of a true Shakespearean sonnet?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
N/A
READING
WRITING
ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
b. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
c. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.
ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
LANGUAGE
ELACC9-10W5: 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. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
c. Spell correctly.
d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
ELACC9-10L3: Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
SPEAKING
AND
LISTENING
ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
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Instructional Sequence for Task:

Narrative: Students will write their own Shakespearean sonnets about a personal experience, remembering these
rules:
o It must consist of 14 lines.
o It must be written in iambic pentameter (duh-DUH-duh-DUH-duh-DUH-duh-DUH-duh-DUH).
o It must be written in one of various standard rhyme schemes.
o You must include three literary devices and highlight/label them in the poem.

Teacher Notes: A sonnet is also an argument — it builds up a certain way. And how it builds up is related to its
metaphors and how it moves from one metaphor to the next. In a Shakespearean sonnet, the argument builds up like
this
o First quatrain: An exposition of the main theme and main metaphor.
o Second quatrain: Theme and metaphor extended or complicated; often, some imaginative example is
given.
o Third quatrain: Volta (a twist or conflict), often introduced by a “but” (very often leading off the ninth
line)
o Couplet: Summarizes and leaves the reader with a new, concluding image.

Students will read their sonnets to the class. Teacher will score the poems with a rubric.
Module 1 TASK #6
Suggested Time Frame
2 days
TASK / FOCUS SKILL
Analyze a poem by writing a one-page essay using its TPCASTT as a guide.
ESSENTIAL QUESTION
How do poets use literary devices to develop the theme of a poem?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
READING
WRITING
ELACC9-10RL10: 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.
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
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ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LANGUAGE
SPEAKING
AND
LISTENING
ELACC9-10L2: 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. Spell correctly.
d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and
capitalization.
N/A
Instructional Sequence for Task:



Pre-write: Students will use their TPCASTT of the selected poem as their brainstorm for the essay.
Students will write the essay rough draft in class.
Optional: Sonnet Test
Informative: Of the sonnets we have studied in class (TPCASTT), choose one to analyze in a one page essay. Focus on the
elements of a TPCASTT and present the information in an essay format. How does the author develop the theme using literary
devices identified in the TPCASTT? Be sure to include two to three pieces of textual evidence (MLA in-text citations and direct
quotes). Students must correctly use and identify three phrases in the essay. Students must also use and identify complex and
compound-complex sentences.
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Module 2
PLANS FOR ASSESSMENT 2
Integrating reading selections from the unit into a writing task
(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)
PROMPT:
(Repeated from Cover Pages)
Informative: Romeo and Juliet contains many examples of paradox. Choose one of these and explain how Shakespeare
develops this idea through the play. You must include two in-text citations. They must use, identify, and highlight at least five
phrases in their response.
Paradox Choices: light vs. dark, destiny vs. free will, earthly vs. heavenly, love vs. hate
SKILL BUILDING TASKS:

Include a task to teach EVERY skill students will need to succeed on the assessment prompt above.

Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year.

Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team.

Tasks lead students through reading and research to complete the writing prompt indicated.
Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each
standard.
Module 2 TASK # 7
Suggested Time Frame
TASK / FOCUS SKILL
1 day
Discuss Shakespeare’s contribution to the English language.
ESSENTIAL QUESTION
How have Shakespeare’s writings contributed to the English language?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
READING
ELACC9-10RL10: 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.
WRITING
ELACC9-10W10: 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.
ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or presentations.
LANGUAGE
ELACC9-10L2: 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. Spell correctly.
d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and
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capitalization.
SPEAKING
AND
LISTENING
ELACC9-10SL1: 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.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Instructional Sequence for Task:
 Teacher will introduce William Shakespeare and Romeo and Juliet.
 Teacher will introduce literary terms from Romeo and Juliet. Focus on allusions present and how they relate to our
study in Unit 1. What are the purposes of the allusions? What are the thematic connections? How do they develop his
character?
 Students will take notes.
 Optional: Quiz on Shakespeare Notes
 Optional: Quiz on Literary Terms
 The teacher will assign the short informational text “Thanks, Will” by Debbie Nevins. The students will discuss
Shakespeare’s contribution to the English language. After reading “Thanks, Will” students will work in small groups to
create a timeline of evolution of language as presented in the article.
 Homework: Students will write an objective summary of the article for homework. They must use, identify, and
highlight at least two phrases in their response.
Module 2 TASK # 8
Suggested Time Frame
1 day
TASK / FOCUS SKILL
Paraphrase the opening prologue; identify and discuss its structure and purpose; gather evidence
for culminating assessment using a graphic organizer.
What is the purpose of a prologue?
ESSENTIAL QUESTION
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
READING
ELACC9-10RL2: Determine a theme or central idea of 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.
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in
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the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC9-10W10: 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.
WRITING
LANGUAGE
SPEAKING
AND
LISTENING
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]”).
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
N/A
Instructional Sequence for Task:








Extra Credit: Send home the “perfect mate” survey for students and parent/guardian to complete. The students will
identify their characteristics of the perfect mate on one side, and the parent/guardian will complete his/her idea of the
perfect mate for the son/daughter on the other side. The parent/guardian and students should complete the form
without looking at the others answers. After each side has completed the form, they can share their answers. Students
should bring the form to class for a perfect mate discussion with Task 9.
Teacher will give students a copy of the graphic organizer that will be used to complete the culminating assessment for
this module. The students will be able to complete it as we read.
DIFFERENTIATION: The teacher will assign students a Romeo and Juliet project that they will complete outside of class.
The project will include several options, but a writing component must be included with the project. Choices include,
but are not limited to: paper bag puppet representation of a scene, writing a letter, create a children’s book, graffiti
wall of the Capulets and Montagues, create a mask for Romeo to wear, write a prequel scene for the feuding. This
project will be a test grade. Students will present to the class.
Students will read the prologue (p.771).
Students will paraphrase the prologue.
Discuss destiny vs. free will (paradox)
Discussion: The teacher will discuss the purpose of a prologue (identify setting, main characters, conflict).
With the teacher’s guidance, students will identify literary devices and interpret their role in the text.
Module 2 TASK # 9
Suggested Time Frame
4 days
TASK / FOCUS SKILL
Identify and discuss dramatic foils and paradoxes present in Act I; discuss style of speech as it
relates to social status and take quiz over Act I.
How does Shakespeare’s use of dramatic foils/opposites contribute to the theme of the play?
ESSENTIAL QUESTION
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
READING
ELACC9-10RL2: Determine a theme or central idea of 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
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of the text.
ELACC9-10RL3: 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.
ELACC9-10RL4: 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 (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10RL10: 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.
N/A
WRITING
N/A
LANGUAGE
SPEAKING
AND
LISTENING
N/A
Instructional Sequence for Task:
 Teacher will assign reading parts for Act 1.
 The students will read Act 1 aloud in class (p.771-791).
 As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on
character development over the course of the text, how they interact with others, and advance the plot.
Scene 1
 Discuss literary foil after scene 1: How are Benvolio and Tybalt foils/opposites?
 Discuss love and hate (paradox).
Scene 2
 Discuss the perfect mate survey after reading scene 2. Discuss what the cultural norm for marriage was during that
time period.
Scene 3
 Discuss prose vs. poetry and how the characters’ social status is reflected through their speech.
Scene 4
 After Act 1 scene 4, students will write a character journal: Discuss how Shakespeare juxtaposes Mercutio and Romeo
and how their characters view love and masculinity (manliness).
 Discuss destiny vs. free will (paradox) in Romeo’s speech (lines 106-113).
Scene 5
 Ticket to Leave: Tweet (140 characters) either Romeo or Juliet’s thoughts about seeing one another for the first time at
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
the party.
Act 1 quiz
Module 2 TASK # 10
Suggested Time Frame
4 days
TASK / FOCUS SKILL
Read and annotate Act 2 for characterization.
ESSENTIAL QUESTION
How does character development drive the plot of a play?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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.
READING
ELACC9-10RL3: 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.
ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
ELACC9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
WRITING
ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
ELACC9-10W4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
LANGUAGE
ELACC9-10W10: 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.
ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
c. Spell correctly.
d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
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SPEAKING
AND
LISTENING
ELACC9-10SL1: 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.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Instructional Sequence for Task:
 Teacher will assign reading parts for Act 2.
 The students will read Act 2 aloud in class (p.795-815).
 As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on
character development over the course of the text, how they interact with others, and advance the plot.
Prologue (Chorus)
 Prologue Activity: Students will paraphrase the prologue individually.
Scene 1
 Discuss the allusions present in Mercutio’s speech.
Scene 2
 Discuss the symbolism of light and dark (paradox) and earthly and heavenly (paradox) in the balcony scene.
 Discuss dramatic irony in this scene.
 Texting Template Worksheet: Pretend you are texting a summary of this scene to a friend. Fill in the bubbles as
necessary. One bubble is Romeo and the other is Juliet.
Scene 3
 Fate Journal: Discuss the foreshadowing present in Friar Lawrence’s opening speech. How does his speech foreshadow
the fate of Romeo and Juliet?
Scene 4
 Discuss how the characters’ actions/decisions drive the plot of the play.
Scene 5
 Journal: Students may enjoy thinking of ways to describe their own feelings when they are waiting impatiently for
something they dearly want—a phone call from a friend, the results of a test, the news from someone about a sick
relative, and so forth. In their writing they should include images that symbolize time passing slowly (e.g. a striking
clock, the sun, shadows, day and night, hours, etc.). Responses should be ½ page.
 Discuss the comic relief the character of the Nurse brings to the play.
Scene 6
 Wedding Vows Activity: Teacher will divide the class in half (boys vs. girls) to write the wedding vows of Romeo and
Juliet. Include at least three examples of figurative language in the vows. One boy and one girl will be “nominated” to
read the vows aloud.
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

Act 2 quiz
After reading Acts 1 and 2, students will complete a graphic organizer in which they list and explain allusions found in
Acts 1 and 2 of the play.
Module 2 TASK # 11
Suggested Time Frame
2 days
TASK / FOCUS SKILL
Compare a story in two different mediums.
ESSENTIAL QUESTION
How can watching a play change or enhance the meaning of the text?
READING
WRITING
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard
format for citation.
ELACC9-10W10: 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
SPEAKING
AND
LISTENING
N/A
N/A
Instructional Sequence for Task:


Students will watch the 1968 version of Romeo and Juliet for Acts 1 and 2.
Students will complete a Venn Diagram of movie vs. text as they watch. The diagram will show the similarities and
differences found in the play and the movie.
Module 2 TASK # 12
Suggested Time Frame
TASK / FOCUS SKILL
1 day
Draft essay for summative assessment.
ESSENTIAL QUESTION
How do I use my annotations to organize and draft an essay?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
N/A
READING
WRITING
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make
a. important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
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LANGUAGE
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Use parallel structure
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey
specific meanings and add variety and interest to writing or presentations.
ELACC9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
b. Spell correctly.
c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation
and capitalization.
SPEAKING
AND
LISTENING
N/A
Instructional Sequence for Task:
 Use the graphic organizer as the pre-write. The graphic organizer discussed paradox and the students completed this
throughout Acts 1 and 2 with the teacher’s guidance.
 Students will write the rough draft in class.
Informative: Romeo and Juliet contains many examples of paradox. Choose one of these and explain how Shakespeare
develops this idea through the play. You must include two in-text citations. They must use, identify, and highlight at least five
phrases in their response.
Paradox Choices: light vs. dark, destiny vs. free will, earthly vs. heavenly, love vs. hate
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Module 3
PLANS FOR ASSESSMENT 3
Integrating reading selections from the unit into a writing task
(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)
PROMPT:
(Repeated from Cover Pages)
Informative: After reading Romeo and Juliet, choose one complex character (Romeo, Juliet, or Friar Lawrence) and analyze how
that character develops over the course of the text, how they interact with other characters, and how their actions and
decisions affect the resolution of the plot. Also, choose one theme and explain how this character helps develop the overall
message throughout the course of the play. Be sure to include one quote from the beginning and one from the end of the play
showing how they change.
SKILL BUILDING TASKS:

Include a task to teach EVERY skill students will need to succeed on the assessment prompt above.

Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year.

Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team.

Tasks lead students through reading and research to complete the writing prompt indicated.
Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each
standard.
Module 3 TASK # 13
Suggested Time Frame
4 days
TASK / FOCUS SKILL
Read and annotate Act 3 of Romeo and Juliet for characterization.
ESSENTIAL QUESTION
How does character development drive the plot of a play?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
READING
ELACC9-10RL2: Determine a theme or central idea of 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.
ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of the text, interact with other characters, and advance the plot or develop the theme.
WRITING
ELACC9-10RL10: 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.
ELACC9-10W10: 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.
N/A
LANGUAGE
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ELACC9-10SL1: 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.
SPEAKING
AND
LISTENING
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Instructional Sequence for Task:
 Teacher will assign reading parts for Act 3.
 The students will read Act 3 aloud in class (p. 819-841).
 As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on
character development over the course of the text, how they interact with others, and advance the plot.
 Discuss monologue, soliloquy, and aside in Act 3.
Scene 1
 Discuss the conflict in the fight scene.
Scene 2
 Journal: Discuss Juliet’s soliloquy. What is her mental state?
 Discuss dramatic irony.
Scene 3
 Anticipatory Set: Before reading, give the students these seven sentences to review what happened in scenes 1 and 2.
The students need to work together in groups to put the sentences in order. The teacher can either project the
sentences or write them on large sentence strips for the groups.
1. Romeo kills Tybalt.
2. Mercutio and Benvolio discuss Mercutio’s willingness to fight for no reason.
3. The nurse tells Juliet that Romeo is banished.
4. Tybalt kills Mercutio.
5. The nurse tells Juliet Tybalt is dead.
6. The prince banishes Romeo.
7. Juliet gives the nurse a ring and asks her to send Romeo to her.



Discuss Romeo’s mental state in Friar Lawrence’s cell.
Discuss reason vs. emotion (Friar Lawrence vs. Romeo). This is another example of paradox.
After reading scene 3, conduct a think-pair-share activity where the students answer the following question: In Act III,
Scene iii, Romeo and the Friar disagree on banishment being a lenient punishment. Which of them makes the better
point?
Scene 4
Effingham County Schools
ELA Unit Writing Team / 2013-2014
All Rights Reserved
Page 23


Discuss the decision of marriage without Juliet’s consent. Discuss the conflict this will create with her parents and how
that will drive the plot.
Ticket to Leave: On an index card or sheet of paper, predict what will happen when Juliet is told she has to marry Paris.
Scene 5
 Discuss why Capulet reacts the way he does in this scene. Discuss arranged marriages.
 Quiz 3
Module 3 TASK # 14
Suggested Time Frame 3 days
TASK / FOCUS SKILL
Read and annotate Act 4 of Romeo and Juliet for characterization.
ESSENTIAL QUESTION
How does character development drive the plot of a play?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
ELACC9-10RL2: Determine a theme or central idea of 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.
READING
ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of the text, interact with other characters, and advance the plot or develop the theme.
ELACC9-10RL4: 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 (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone.)
WRITING
LANGUAGE
ELACC9-10RL10: 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.
ELACC9-10W10: 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.
N/A
ELACC9-10SL1: 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.
SPEAKING
AND
LISTENING
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Effingham County Schools
ELA Unit Writing Team / 2013-2014
All Rights Reserved
Page 24
Instructional Sequence for Task:
 Teacher will assign reading parts for Act 4.
 The students will read Act 4 aloud in class (p. 845-857).
 As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on
character development over the course of the text, how they interact with others, and advance the plot.
Scene 1
 Evaluate Friar Lawrence’s plan to help Juliet.
Scene 2
 Journal: Discuss Juliet’s apology to her father. Is it sincere? How can you infer whether or not she is sincere based on
textual evidence?
Scene 3
 Word Association Activity: Put students into 4-5 groups. Each group should be given a different word listed at the top
of a large piece of chart paper. Students should work with their group members to recall everything they can
remember about that word from reading scenes 1 and 2 of Act 4. How does each word impact the meaning and tone?
Words: church, marriage, Wednesday night, vial, apology


Print the soliloquy for students to annotate: Examine Juliet’s soliloquy. What is she questioning? What are her fears?
Drawing Activity: The Nurse just walked into Juliet’s room. Draw what she sees.
Scene 4
 How does dramatic irony create suspense for the reader in this scene?
Scene 5
 Foldable: Have the students fold a sheet of notebook paper into four squares. At the top of each square students
should write the following names: Nurse, Lady Capulet, Capulet, and Paris. On the back of the foldable, students need
to write Friar Lawrence in one of the squares. As they read scene 5, have students write each character’s reaction or
response to Juliet’s death.
 Discuss the dramatic irony.
 Discuss the comic relief of the musicians. Discuss the representations of their names to musical instruments.
 Discuss how the Friar deceives everyone to go along with the plan.
 Discuss the personification of Death (lines 36-40).
 Quiz 4
Module 3 TASK # 15
Suggested Time Frame 3 days
TASK / FOCUS SKILL
Read and annotate Act 5 of Romeo and Juliet for characterization.
ESSENTIAL QUESTION
How can we analyze a character’s decisions?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL3: 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.
READING
WRITING
ELACC9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELACC9-10W3: Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or
events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
Effingham County Schools
ELA Unit Writing Team / 2013-2014
All Rights Reserved
Page 25
experiences, events, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the
course of the narrative.
LANGUAGE
ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.
ELACC9-10L2: 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. Spell correctly.
ELACC9-10SL1: 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.
SPEAKING
AND
LISTENING
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the
evidence and reasoning presented.
Instructional Sequence for Task:
 Teacher will assign reading parts for Act 5.
 The students will read Act 5 aloud in class (p. 861-874).
 As students read, they will complete a scene by scene analysis. The teacher will provide explicit instruction on
character development over the course of the text, how they interact with others, and advance the plot.
 Students will complete a graphic organizer of a complex character of their choice to prepare for the culminating
assessment. A body biography of the character is optional.
Scene 1
 Discuss the character of Romeo. Discuss how hasty he is in his decisions. Relate this to the previous acts with his
drastic decisions (ex: to marry Juliet).
 Discuss how someone’s socio-economic status drives them to take drastic measures.
 Creative Writing (optional): After reading this short scene, pretend Romeo does not make a hasty decision and buy the
poison. Students will create a dating profile for Romeo on the graphic organizer. After they have completed the form,
have students trade papers with a partner. They need to answer the dating ad with either a rejection letter or an
acceptance letter from another woman.
Scene 2
 Letter Writing Activity: Write your own letter to Romeo from Friar Lawrence. What would you say to him? They must
use, identify, and highlight at least three phrases in their response.
 How does fate play a role in the outcome of the play?
Effingham County Schools
ELA Unit Writing Team / 2013-2014
All Rights Reserved
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Scene 3
 Discuss Romeo’s mental state and his actions.
 Discuss the paradox of him killing Paris, but then putting his body beside Juliet in the tomb.
 Optional: Have students act out this scene.
 Quiz 5
 Character Matching Quiz (optional for review of characters)
Module 3 TASK # 16
Suggested Time Frame
1 day
TASK / FOCUS SKILL
Culminating Assessment
ESSENTIAL QUESTION
How does an author develop a complex character over the course of a text?
READING
WRITING
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL3: 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.
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make
a. important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws
on and transforms source material in a specific work [e.g., how Shakespeare treats a
theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]”).
LANGUAGE
SPEAKING
AND
LISTENING
ELACC9-10L2: 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. Spell correctly.
N/A
Effingham County Schools
ELA Unit Writing Team / 2013-2014
All Rights Reserved
Page 27
Instructional Sequence for Task:

Students will write the rough draft in class.
Informative: After reading Romeo and Juliet, choose one complex character (Romeo, Juliet, or Friar Lawrence) and analyze how
that character develops over the course of the text, how they interact with other characters, and how their actions and
decisions affect the resolution of the plot. Also, choose one theme and explain how this character helps develop the overall
message throughout the course of the play. Be sure to include one quote from the beginning and one from the end of the play
showing how they change.
*Note: To help students with the essay, the teacher should lead the class in a discussion of a minor complex character and
discuss how that character develops over the course of the text.
Example Discussion: Capulet: How does he change over time? What kind of person is he at the beginning? What kind of
person does he become later? Evidence from the text?
-Caring father (considerate of her feelings for marriage) to deciding who she marries (controlling) to remorseful for his actions
and the outcome.
-How do his actions affect the plot and the outcome of the play?
-Now you choose Romeo, Juliet, or Friar Lawrence and analyze how that character changes over the text.
Module 3 TASK # 17
Suggested Time Frame 2 days
TASK / FOCUS SKILL
Culminating assessment
ESSENTIAL QUESTION
How can we present information and ideas effectively through speech?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
N/A
READING
WRITING
LANGUAGE
ELACC9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information to make
a. important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
ELACC9-10L6: 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 comprehension or expression.
Effingham County Schools
ELA Unit Writing Team / 2013-2014
All Rights Reserved
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ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
SPEAKING
AND
LISTENING
ELACC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
ELACC9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Instructional Sequence for Task:
 Students will present the project assigned in Task 8. This is a test grade.
DIFFERENTIATION: The teacher will assign students a Romeo and Juliet project that they will complete outside of class. The
project will include several options, but a writing component must be included with the project. Choices include, but are not
limited to: paper bag puppet representation of a scene, writing a letter, create a children’s book, graffiti wall of the Capulets
and Montagues, create a mask for Romeo to wear, write a prequel scene for the feuding. This project will be a test grade.
Students will present to the class.
Module 3 TASK # 18
Suggested Time Frame
TASK / FOCUS SKILL
3 days
Culminating assessment
ESSENTIAL QUESTION
READING
WRITING
How can we use knowledge of the text to spot differences in another medium and succeed on a
test?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
ELACC9-10W10: 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
SPEAKING
AND
LISTENING
N/A
N/A
Instructional Sequence for Task:
 Students will watch the 1968 version of Romeo and Juliet for Acts 3, 4, and 5.
 Students will complete a Venn Diagram of movie vs. text as they watch. The diagram will show the similarities and
differences found in the play and the movie.
 Romeo and Juliet Test
Effingham County Schools
ELA Unit Writing Team / 2013-2014
All Rights Reserved
Page 29