Course: English I_________
3rd Nine Weeks
Instructional Guide
Unit: The Tragedy of Romeo and Juliet
Estimated Time: 5-6 weeks (A/B Block) or 3 weeks (4x4 block)
CLE: 3001.3.3 Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition
sentences that connect paragraphs into a coherent whole. 3001.3.4 Revise documents to develop or support ideas clearly, address potential
objections; ensure effective transitions between paragraphs, and correct errors in logic. 3001.5.1 Use logic to make inferences and draw conclusions
in a variety of challenging oral and written contexts. 3001.5.2 Analyze written and oral communication for persuasive devices. 3001.5.3 Evaluate an
argument, considering false premises, logical fallacies, and the quality of evidence presented. 3001.6.1 Comprehend and summarize the main ideas
of informational and technical texts and determine the essential elements that elaborate them. 3001.7.3 Recognize how visual and sound techniques
or design (e.g., special effects, camera angles, music) carry or influence messages in various media. 3001.8.2 Understand the characteristics of
various literary genres (e.g., poetry, novel, biography, short story, essay, drama). 3001.8.5 Know and use appropriate literary terms to derive
meaning and comprehension from various literary genres.
Essential Questions: What is the relationship between decisions and consequences? How do decisions, actions, and consequences vary
depending on the different perspectives of the people involved?
Prerequisite Skills: setting, characters, stages of plot (exposition, rising action, climax, falling action, resolution), conflict (internal and
external), irony (situational, verbal, dramatic), cause and effect, tone, theme, mood, sonnet
Unit Vocabulary: Persuasive Devices (i.e. bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal, misuse of
statistics), logical fallacies(appeal to fear, personal attack {ad hominem}, false dilemma, false analogy}, Figures of Speech, play, tragedy, tragic hero,
tragic flaw, comedy, dialogue, monologue, soliloquy, aside, stage directions, props, inferences, iambic pentameter, couplet, meter, slant rhyme,
rhyme, rhythm
Checks for
Understanding
State
Performance
Indicators
Assessments
 3001.3.16 Revise to  3001.3.4
Formative
craft a tone, mood,
Select a vivid
Assessments:
and style that convey
word (e.g.,
 Anticipation
the writer’s attitude
adjective,
Guide/Diagnosti
and are appropriate
adverb, verb)
c assessments
to audience
to strengthen a  Literary
 3001.3.1 Write in a
written
analysis
variety of modes
description
 Examples
(e.g., summary,
that reveals
provided in Live
explanation,
the writer’s
Binders
description,
attitude.
 Publisher-made
persuasion,
 3001.3.9
assessments
Instructional Resources
The Tragedy of Romeo & Juliet (TTextbook) 897-1024
Connections
Romeo and Juliet are DEAD!
project (Interdisciplinary
Assessment – found in Live
Binder)
Connected Texts
“Pyramus and Thisby” from A Midsummer
Night’s Dream (HR-Holt Reader)
Please see Live Binder for
“Your Laughter” & “How Do I Love Thee?” more connections and tools
(T)1025
http://livebinders.com/edit?id=1
“The Seven Ages of Man” (T) 520-522
9238
Informational Texts
“William Shakespeare’s Life: A Genius
informational, literary
analysis, creative
expression).
 3001.5.1 Construct
and complete
challenging word
analogies.
 3001.5.10 Identify
and analyze
persuasive devices
that are used in
written and oral
communication (e.g.,
bandwagon, loaded
words, testimonial,
name-calling, plain
folks, snob appeal,
misuse of statistics
 3001.7.5
Demonstrate
consistent and
effective audience
focus through
purposeful choice of
medium; compelling
images, words, and
sounds; and focused
supporting ideas.




Identify a
statement
3001.5.9
Identify a
statement that
reveals the
writer’s biases,
stereotypes,
assumptions,
or values
within a writing
sample.
3001.5.2
Choose a
logical word to
complete an
analogy
3001.5.5
Select the
persuasive
device (i.e.,
bandwagon,
loaded words,
testimonial,
name-calling,
plain folks,
snob appeal,
misuse of
statistics).
3001.5.6
Identify and
analyze the
logical fallacy
(i.e., appeal to
fear, personal
attack{ad
hominem},


available from
Holt
Re-create
scenes from the
play
Summarize
Acts or Scenes
Summative
Assessments:
 Romeo and
Juliet are
DEAD! final
project
 3-4 page (i.e.
research paper,
comparecontrast movie
from play,
literary critique,
etc.)
 Advertisements
for Acts in
groups
Stratford” (T) 890-891
“Shakespeare and His Theater: A Perfect
Match” (T) 892-894
“How to Read Shakespeare” (T) 895-896
“Dear Juliet” (T) 1032-1034
“Romeo and Juliet in Bosnia” (T) 10351037
Holt Ancillary Materials
Movies: Please remember that any movie that
is not PG-13 must be approved by your principal
with a letter of consent from the students’ parents
in accordance with MNPS policy. (Do not show
objectionable scenes of any movies pursuant
to MNPS policies and procedures.)
Romeo and Juliet (1993)
Romeo and Juliet (1978)* brief nudity





false dilemma,
false analogy)
within a given
argument.
3001.5.10
Identify a false
premise in
text.
3001.6.5
Synthesize
information
across two or
more
informational
or technical
texts.
3001.7.5
Match a
focused
message to an
appropriate
medium.
3001.7.7
Consider the
treatment of a
particular
subject or
event in two or
more media
(e.g.,
newspaper
and visual art,
narrative and
poem, diary
and magazine
article).
3001.8.1
Identify and
analyze
examples of
idiom,
metaphor,
simile,
personification
, hyperbole, or
pun in poetry
or prose.
 3001.8.5
Determine the
significance/m
eaning of a
symbol in
poetry or
prose.
 3001.8.10
Demonstrate
knowledge of
sound and
metric devices
(i.e., rhyme
{internal,
slant}, rhythm,
repetition,
alliteration,
onomatopoeia
 3001.8.12
Identify the
elements of
drama (i.e.,
stage
directions,
dialogue,
soliloquy,
monologue,
aside).
Course: ____________________
______Nine Weeks
Unit:
CLE:
Prerequisite Skills:
Instructional Guide
Estimated Time:
Unit Vocabulary:
Checks for
Understanding

State
Performance
Indicators
.
Assessments
.
Instructional Resources
Connections