EN 10
Unit Plan
Tina Tong
Unit: Romeo & Juliet
Unit Overview
Dates: March 31, 2014 – April 25, 2014
Classes: 9
Rationale:
Shakespeare is one of the major canons in literature, which is why it is crucial to familiarize students
with his work in high school. Especially for students who wish to progress onwards to post-secondary
education, an adequate knowledge of Shakespeare is an important stepping stone to further study in
literature. Because students often struggle with understanding the complexity of the language in
Shakespeare’s work, the unit will focus heavily on the performance of Romeo and Juliet, by reading out
loud and acting select scenes in the play.
Goals:
By the end of the unit, students will be able to:
 Recall the main themes in Romeo and Juliet
 Summarize the key plot points in Romeo and Juliet
 Write an analysis of the major themes in Romeo and Juliet
 Cite lines from a Shakespearean play
 Perform a scene from Romeo and Juliet
Overall Unit Objectives:
From the BC Ministry of Education English Language Arts 10 PLO’s:
A4 select, adapt, and apply a range of strategies to interact and collaborate with others in pairs and
groups, including
– initiating and sharing responsibilities
– listening actively
– contributing ideas and supporting the ideas of others
– acknowledging and discussing diverse points of view
– reaching consensus or agreeing to differ
A5 select, adapt, and apply a range of strategies to prepare oral communications, including
– interpreting a task and setting a purpose
– generating ideas
– considering multiple perspectives
– synthesizing relevant knowledge and experiences
– planning and rehearsing presentations
A6 select, adapt, and apply a range of strategies to express ideas and information in oral
communications, including
– vocal techniques
– style and tone
– nonverbal techniques
– visual aids
– organizational and memory aids
– monitoring methods
EN 10
Unit Plan
Tina Tong
B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including
– literature reflecting a variety of times, places, and perspectives
– literature reflecting a variety of prose forms
– poetry in a variety of narrative and lyric forms
B6 during reading and viewing, select, adapt, and apply a range of strategies to construct, monitor,
and confirm meaning, including
– comparing and refining predictions, questions, images, and connections
– making inferences and drawing conclusions
– summarizing and paraphrasing
– using text features
– determining the meaning of unknown words and phrases
– clarifying meaning
B7 after reading and viewing, select, adapt, and apply a range of strategies to extend and confirm
meaning and to consider author’s craft, including
– reflecting on predictions, questions, images, and connections made during reading
– reviewing text and purpose for reading
– making inferences and drawing conclusions
– summarizing, synthesizing, and applying ideas
– identifying stylistic techniques
B9 interpret, analyse, and evaluate ideas and information from texts, by
– making and supporting reasoned judgments
– comparing ideas and elements among texts
– identifying and describing diverse voices
– describing bias, contradictions, and non-represented perspectives
– identifying the importance and impact of historical and cultural contexts
B10 synthesize and extend thinking about texts, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
– transforming existing ideas and information
– contextualizing ideas and information
C4 create thoughtful representations that communicate ideas and information to
– explore and respond
– record and describe
– explain and persuade
– engage
C5 select, adapt, and apply a range of strategies to generate, develop, and organize ideas for writing
and representing, including
– making connections
– setting a purpose and considering audience
– gathering and summarizing ideas from personal interest, knowledge, and inquiry
– analysing writing samples or models
– setting class-generated criteria
C6 select, adapt, and apply a range of drafting and composing strategies while writing and representing,
including
– using a variety of sources to collect ideas and information
– generating text
– organizing and synthesizing ideas and information
EN 10
Unit Plan
Tina Tong
– analysing writing samples or models
– creating and consulting criteria
Assessments:
30% Monologue Rap
40% In-Class Essay
30% Skit
Marks for this unit will be determined by three factors: a monologue rap, an in-class essay, and a
creative performance.
The monologue rap will allow students to revisit some of the skills that they had attained during the
previous poetry unit. Students will individually choose a monologue to rewrite as a song or rap, which
they will then have the option to perform to the class. This creative assignment will also encourage
students to approach Shakespeare with a modern and more understandable perspective.
The in-class essay will be written near the end of the unit. Students will be given a selection of essay
topics, on one which they will write an essay. They will be marked according to the BC Ministry of
Education English Language Arts 10 writing rubric.
Finally, the creative performance will be a group presentation. Students will be given the chance to
select a group to work with, and a scene to perform in front of the class. Students will get marks based
on participation and creativity. Class time will be given for students to practice their scene, and one
class will be devoted to performances.
EN 10
Unit Plan
Lessons Overview:
Class Lesson Tasks/Activities
1
Sign out texts
Introduction to Shakespeare and Romeo & Juliet
Read Prologue and Act 1
2
Read Act 1 & Act 2
3
Read Act 2
Scene interpretation: introduce assignment
4
Read Act 3
Scene interpretation: work on in class
5
Read Act 4
Creative performance: introduce assignment
6
Read Act 5
Discussion
7
In-class essay
8
Creative performance: practice scenes
9
Presentations
Tina Tong
Resources/Materials
R&J
R&J
R&J
R&J
R&J
R&J
R&J
R&J
R&J Movie
EN 10
Unit Plan
Tina Tong
Lesson Topic: Introduction to Romeo & Juliet, Prologue, and Act I
Lesson: 1 out of 9
Date: March 31, 2014
PURPOSE:
To begin the unit of Romeo and Juliet, by predicting the text, then reading collaboratively.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
B1, B6, B7
SWBAT:
 Identify the two houses and their rivalry
 Summarize the prologue
 Summarize the events of Act I
MATERIALS:
Resources: Materials needed: Romeo & Juliet
TIMING TASK
ACTIVE STUDENT
PARTICIPATION
15 min. INTRODUCTION/TRANSITION:
Intention: Introduce the play of Romeo and Juliet
and begin “experiencing” the text through
reading aloud.
Agenda:
1. Textbook exchange (Poetry book 
Romeo & Juliet)
2. Unit overview
3. KWL of Romeo and Juliet
4. Prologue
5. Act I
Collect poetry books.
Assign Romeo and Juliet books.
Briefly go over the unit.
Hook: What do we know about Romeo & Juliet?
20 min. DIRECT INSTRUCTION
Read “Prologue”. Explain what each line means.
Keywords: tragedy, iambic pentameter, rhyming
KWL on the
board.
Work with a
partner to figure
out meaning of
CHECKING FOR
UNDERSTANDING
EN 10
Unit Plan
Tina Tong
couplet, dramatic irony
the prologue.
25 min. CLASS ACTIVITY
Read Act 1 together as a class, with students
Choose roles.
taking on every role.
EXTENSION
Questions (complete individually, due at the end of class):
1. Based on the prologue, what do you think will happen in the play?
2. Describe a rivalry you have had (or make one up). What did you do or what could
you do to settle your differences? What were or would be the challenges?
Describe a situation in which you wanted to do something, but you were not permitted
by your parent(s). How did that make you feel, and what did you do?
10 min. CLOSURE
Describe the rivalry between the Montague and Capulet houses.
Follow-Up: Next class, we will be continuing Romeo and Juliet with Act 2.
ASSESSMENT/EVALUATION
Formative assessment: Summative assessment: -
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
NOTES
EN 10
Unit Plan
Tina Tong
Lesson Topic: Act I and II of Romeo & Juliet
Lesson: 2 out of 9
Date: April 2, 2014
PURPOSE:
To continue the collaborative reading of Romeo and Juliet.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
B1, B6, B7
SWBAT:
 Summarize the events in Act I.
 Predict what will occur in Act II.
MATERIALS:
Resources:
Materials needed: Romeo and Juliet, monologues
TIMING TASK
5 min.
INTRODUCTION/TRANSITION:
Intention: To continue with the Romeo and Juliet
text, focusing on significant scenes.
Agenda:
1. Finish selected scenes of Act I
2. Selected scenes of Act II
3. Introduce scene interpretation
assignment
Hook: Ask a student to summarize what we know
about the play.
10 min. ACTIVATION OF PRIOR KNOWLEDGE
Have students review what they have learned
from the Prologue.
50 min. CLASS ACTIVITY
Continue selected scenes of Act I and Act II as a
class.
5 min.
ACTIVE STUDENT
PARTICIPATION
Stop at significant points to explain what has
happened.
CLOSURE
Ask the class to predict what will happen next.
Students
contribute to
class review.
Students take
on roles.
CHECKING FOR
UNDERSTANDING
EN 10
Unit Plan
ASSESSMENT/EVALUATION
Formative assessment: Informal observation on student output.
Summative assessment: -
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
NOTES
Tina Tong
EN 10
Unit Plan
Tina Tong
Lesson Topic: Act II of Romeo & Juliet
Lesson: 3 out of 9
Date: April 4, 2014
PURPOSE:
To continue the collaborative reading of Romeo and Juliet.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
B1, B6, B7
SWBAT:
 Summarize the events in Act II.
 Predict what will occur in Act III.
MATERIALS:
Resources:
Materials needed: Romeo and Juliet, monologues
TIMING TASK
5 min.
ACTIVE STUDENT
PARTICIPATION
CHECKING FOR
UNDERSTANDING
INTRODUCTION/TRANSITION:
Intention: To continue with the Romeo and Juliet
text, focusing on significant scenes.
Agenda:
1. Selected scenes of Act II
2. Introduce monologue assignment
Hook: Ask a student to summarize what we know
about the play.
50 min. CLASS ACTIVITY
Continue selected scenes of Act II as a class.
Students take
on roles.
Stop at significant points to explain what has
happened.
15 min. DIRECT INSTRUCTION
Introduce monologue rap assignment.
5 min.
Students copy down list of monologues.
CLOSURE
Ask the class to predict what will happen next in the play.
Follow-Up: Next class, we will be reading Act III and working on our monologues.
EN 10
Unit Plan
ASSESSMENT/EVALUATION
Formative assessment: Informal observation on student output.
Summative assessment: -
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
NOTES
Tina Tong
EN 10
Unit Plan
Tina Tong
Lesson Topic: Act III of Romeo & Juliet
Lesson: 4 out of 9
Date: April 8, 2014
PURPOSE:
To continue the collaborative reading of Romeo and Juliet.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
B1, B6, B7
SWBAT:
 Summarize the events of Act III.
 Translate a scene from Shakespearean English to modern English.
MATERIALS:
Resources:
Materials needed: Romeo and Juliet, monologue example
TIMING TASK
5 min.
ACTIVE STUDENT
PARTICIPATION
CHECKING FOR
UNDERSTANDING
INTRODUCTION/TRANSITION:
Intention: To continue with the Romeo and Juliet
text, focusing on significant scenes.
Agenda:
1. Selected scenes of Act III
2. Rap example
3. Work on monologue assignment
Hook: Ask a student to summarize what we know
about the play.
35 min. CLASS ACTIVITY
Read selected scenes of Act III.
Summarize Act I
& II.
Students take
on roles.
Explain
important
scenes.
10 min. DIRECT INSTRUCTION
Go over scene interpretation assignment criteria
(may be def poetry, song, or rap).
Give example of a monologue.
15 min. INDEPENDENT PRACTICE
Work on monologue.
Homework: Finish monologue draft.
Check on
student
progress.
EN 10
5 min.
Unit Plan
CLOSURE
Predict what will happen next in the play.
ASSESSMENT/EVALUATION
Formative assessment:
Summative assessment:
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
NOTES
Tina Tong
EN 10
Unit Plan
Tina Tong
Lesson Topic: Act IV of Romeo & Juliet
Lesson: 5 out of 9
Date: April 10, 2014
PURPOSE:
To continue the collaborative reading of Romeo and Juliet.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
B1, B6, B7
SWBAT:
 Summarize the events of Act IV.
MATERIALS:
Resources:
Materials needed: Romeo and Juliet
TIMING TASK
5 min.
ACTIVE STUDENT
PARTICIPATION
INTRODUCTION/TRANSITION:
Intention: To continue with the Romeo and Juliet
text, focusing on significant scenes.
Agenda:
1. Selected scenes of Act IV
2. Monologue presentations
3. Introduce creative performance (skit)
Hook: Ask a student to summarize what we know
about the play.
15 min. CLASS ACTIVITY
Read selected scenes of Act IV.
30 min. CLASS ACTIVITY
Students are numbered off into groups of 3, in
which they perform their monologue.
Students then have the option to present to the
class for a bonus mark.
15 min. DIRECT INSTRUCTION
Introduce creative performance assignment, and
provide criteria.
Summarize the
first half of the
play.
Students take
on roles.
Students perform
monologues.
Students are
given 5 minutes
to find group
CHECKING FOR
UNDERSTANDING
EN 10
Unit Plan
Allow students to sign up for scenes.
5 min.
Tina Tong
members and
scene
selections.
CLOSURE
Prepare students for important dates:
April 16 – in-class essay
April 23 – dress rehearsals
April 25 – presentations
Follow-Up: Next class, we will finish the play.
ASSESSMENT/EVALUATION
Formative assessment:
Summative assessment:
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
NOTES
EN 10
Unit Plan
Tina Tong
Lesson Topic: Act V of Romeo & Juliet
Lesson: 6 out of 9
Date: April 14, 2014
PURPOSE:
To continue the collaborative reading of Romeo and Juliet.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
B1, B6, B7
SWBAT:
 Summarize the events of Act V, and the entire play.
 Collaborate with a group to discuss the important events of the play.
MATERIALS:
Resources:
Materials needed: Romeo and Juliet
TIMING TASK
5 min.
ACTIVE STUDENT
PARTICIPATION
CHECKING FOR
UNDERSTANDING
INTRODUCTION/TRANSITION:
Intention: To continue with the Romeo and Juliet
text, focusing on significant scenes.
Agenda:
1. Selected scenes of Act V
2. Discussion
Hook: Ask a student to summarize what we know
about the play.
20 min. CLASS ACTIVITY
Read selected scenes of Act V as a class, with
students taking on the roles.
5-10
min.
GUIDED PRACTICE
Think/Pair/Share: What is the moral of the play?
(Refer especially to the Prince’s last speech)
30 min. GUIDED PRACTICE
Explain the activity and the requirements of the
handout.
(20 minutes) Separate the class into groups of 4.
Each group is designated a topic to focus on:
Summarize
Take on roles in
play.
T/P/S
Group
discussion on a
topic.
Go over
significant
scenes as
necessary.
EN 10
Unit Plan
1.
2.
3.
4.
5.
6.
7.
8.
Act I – summary, important quotes
Act II – summary, important quotes
Act III – summary, important quotes
Act IV – summary, important quotes
Act V – summary, important quotes
Theme of Fate vs. Free Will
Theme of Love vs. Hate
(Bonus) Theme of Individual vs. Society
By the end of the 20 minutes, each group will
have written a “handout” on their topic, which
will then be compiled into a class “cliff notes”.
5 min.
Tina Tong
Write a
handout.
(10 minutes) Each group presents what they
Present to the
have found about their topic.
class.
CLOSURE
Reminder to the class to be prepared for the in-class essay (bring textbook and put in
sticky notes as needed).
ASSESSMENT/EVALUATION
Formative assessment:
Summative assessment:
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
NOTES
EN 10
Unit Plan
Tina Tong
Lesson Topic: In-Class Essay
Lesson: 7 out of 9
Date: April 16, 2014
PURPOSE:
To assess student learning and understanding of Romeo and Juliet.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
B7, B9, B10, C6
SWBAT:
 Write an in-class essay on a chosen topic.
MATERIALS:
Resources:
Materials needed: Romeo and Juliet, essay topics
TIMING TASK
5 min.
ACTIVE STUDENT
PARTICIPATION
CHECKING FOR
UNDERSTANDING
INTRODUCTION/TRANSITION:
Briefly go over instructions and expectations.
20 min. CLASS ACTIVITY
In-class essay
5 min. CLOSURE
Remind students to work with their groups over the long weekend, and to bring props
for next class.
ASSESSMENT/EVALUATION
Formative assessment: Summative assessment: Essay
NOTES
EN 10
Unit Plan
Tina Tong
Lesson Topic: Creative performance: practice scenes
Lesson: 8 out of 9
Date: April 23, 2014
PURPOSE:
To practice the performance of a scene in Romeo and Juliet.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
C4, C5
SWBAT:
 Perform, as a group, a scene from Romeo and Juliet.
MATERIALS:
Resources: Materials needed: -
TIMING TASK
5 min.
5 min.
5 min.
ACTIVE STUDENT
PARTICIPATION
INTRODUCTION/TRANSITION:
Briefly review the requirements of the
performance.
GUIDED PRACTICE
Students work in their groups to practice their
Practice scenes
scenes.
CLOSURE
Reminder: Next class is presentation day, so bring your props!
ASSESSMENT/EVALUATION
Formative assessment: Observe students.
Summative assessment: -
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
CHECKING FOR
UNDERSTANDING
Observe groups
EN 10
Unit Plan
Tina Tong
Lesson Topic: Creative performance: presentations
Lesson: 9 out of 9
Date: April 25, 2014
PURPOSE:
To experience and appreciate Romeo and Juliet as a performance.
OBJECTIVES:
BC Ministry of Education – English Language Arts 10
C4, C5
SWBAT:
 Appreciate the performance aspect of Romeo and Juliet.
MATERIALS:
Resources: Materials needed: Peer feedback forms
TIMING TASK
5 min.
ACTIVE STUDENT
PARTICIPATION
CHECKING FOR
UNDERSTANDING
INTRODUCTION/TRANSITION:
Intention: To perform and appreciate Romeo and
Juliet as not just a literary work but a work of
drama.
Go over expectations and feedback form.
15 min. GUIDED PRACTICE
Students are given time to prepare for their
performances.
30 min. GUIDED PRACTICE
Groups will perform their scenes in chronological
order.
Prepare for
scenes
Group
performances
Each group will also be asked to give feedback to Peer feedback
another group, via the feedback form.
10 min. CLOSURE
Wrap up the unit, by explaining the learning outcomes, and summarizing the
importance of studying Shakespeare.
ASSESSMENT/EVALUATION
Formative assessment: Peer feedback
Summative assessment: Group performances
EN 10
Unit Plan
POST-LESSON REFLECTIONS
Did I have enough time to complete all the tasks?
Did I have enough material to cover the entire class?
Were the students able to understand the lesson objectives?
Did I account for different language and academic levels in the lesson?
Was the lesson at an appropriate level for the students?
What can I change to improve this lesson?
NOTES
Tina Tong