Digital Unit Plan Template Unit Title: How do romantic relationships influence coming of age?

Content Area: English Language Arts

CA Content Standard(s)/Common Core Standard(s):

Name: Vanasa Bowden Grade Level: 9

CC Reading 9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC Reading 9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. CC Reading 9-10.9 Analyze how an author draws on and transforms source material in a specific work. CC Writing 9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. CC Writing 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CC Speaking and Listening 9-10.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Big Ideas: Students Will: Write a letter referencing advice found in Romeo and Juliet to guide a friend in a romantic decision. Analyze how characters develop based on interaction through the text. Demonstrate an understanding of Shakespearian style. Choose a modern romance to compare to the canonical class text. Present their comparison between canon and modern to the class using Prezi. Utilize quotations from text to support their claims.

Unit Goals and Objectives: By the end of this units, students will be able to answer the question of how romantic relationships influence coming of age by referencing both Shakespeares Romeo and Juliet as well as modern test of their own choosing. They will present their answer and the evidence to support their claim in a Prezi-tation to be delivered to the class. Students will also compose a letter to a friend who is entering into a romantic relationship using evidence from Romeo and Juliet as advice.

Unit Summary: While reading Romeo and Juliet, the focus of the lessons will be on how the title characters and the families around them develop and change over the course of the three days the relationship lasts. Along with the essential question the class focuses on all year concerning coming of age, the focus during the reading of the play will be narrowed to the effects of love on the process of coming of age. With the main focus on the lovers, the story of Romeo and Juliets c oming of age will be the topic of discussion. The class can then reflect on the changes within the families after reading to see how coming of age works on a global scale. Desired Final Outcome: After reading Romeo and Juliet, students will create presentations using the program Prezi. These Prezi-tations will be a comparison of the Shakespearean coming of age through love story to a more modern story. Students will work in pairs to complete the assignment. They will choose a TV show, movie, or book to share and compare to the class. In the Prezi-tation, students will address similarities to the characters and story line between the two texts before talking about the coming of age stories.

Assessment Plan: Entry-Level: ~Brainstorm what we already know about RJ during the introductory lecture and as part of guided notes. Formative: ~Mercutio Queen Mab speech response exit ticket ~T-P-S about how sincere Romeo is in love (after the party scene) ~Online reading quiz (Acts I-III) ~Put yourself in Juliets shoes quickwrite (Would you take poison, run away, or marry Paris?) Summative: ~Letter to a friend with RJ-influenced advice (solo) ~Comparative Prezi-tations (duo)

Lesson 1 Student Learning Objective: Students will complete Guided Notes sheet as an introduction to Romeo and Juliet based on teacher lecture and class discussion. Lesson 2 Student Learning Objective: Using a computer, students will complete the webercise activity posted on the unit website. Acceptable Evidence: ~By the next class period, students will be required to upload their webercise handout to the unit website Instructional Strategies: Communication Collection Collaboration Presentation
Lesson Activities: Students will have access to classroom computers to complete their Webercise activity. The activity has websites listed on the sheet for students to visit and read which will allow them to answer questions that are part of the assignment. Students will be asked to upload their final and completed Webercise assignment

Acceptable Evidence: ~Students will fill out the guided notes which will be checked at the end of class as well as turned in at the end of the unit. ~Students will participate in class discussion.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: This class will consist of an introductory discussion of Shakespeare, Romeo and Juliet, and the final Prezi-tation assignment. Students will have guided notes they will be responsible for filling out during the lecture. Information will be found on a power point given during the class.

turn-in portal. The handout should be filled out thoughtfully and completely. Lesson 3 Student Learning Objective: Students will begin a Venn Diagram of parallels they find between RJ and their modern text. Acceptable Evidence: ~Venn Diagrams will be checked and stamped at the end of the period for progress. ~Prezi-tations will include information from the Venn Diagrams and turn in the original Venn Diagram with their Prezi-tation rubric for grading.

Organization Interaction

to the turn-in portal on the unit site. They will also be able to print the assignment to use for studying. The teacher will be available to answer questions and help students complete the assignment, though no answers will be given to the class as this assignment is meant to encourage student thought rather than knee-jerk answers. Lesson Activities: Having read the first act of Romeo and Juliet, students will work with their elbow partern/Prezi-tation partner on a Venn diagram in which they compare what has happened in Romeo and Juliet and the themes in the play to their modern text. The teacher will go over Act I and the example Venn diagram on the unit site before allowing students to begin on their own diagram. Students will have the remainder of the period to work on the diagram with teacher help.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Unit Resources: http://msbowden-rj.weebly.com Useful Websites: With explanations http://msbowden-rj.weebly.com/resources.html