Mary+Kirby+&+Nichole+Kutmas+-+Romeo+&+Juliet

= **Unit Plan Template** = = **Romeo and Juliet** =

- Understand the universal themes presented in the text - Effectively work with technology and blogs ||||  || What motivates one to act as they do? ||||  || What is the feuding history of the Capulet and Montague families? Why is the story of Romeo and Juliet ** are ** the basis for all modern love stories? || How do family expectations play a role in the fate of each character? || · Week 1-2: Pre-Reading activities: movie, vocabulary on Act, and background on Elizabethan England · Week 3-6:Read the play, discuss, and implement planned and appropriate assessments || · Background on Elizabethan England || · Vocabulary quizzes · Content understanding worksheets || · Comprehension quizzes on Acts .Watch clips after reading the act || -Formative: symbolism character hunt - Summative:Final Project-Oral Presentation, Re-Writing a Scene, Visual Interpretation || · Create connections to modern day issues among teenagers ||  · Implement Blogging technology as a means of communication in future novels ||
 * Unit Author ||  ||
 * First and Last Name |||| Nichole Kutmas & Mary Kirby ||  ||
 * School District |||| NBPS ||  ||
 * School Name |||| Eisenhower New Berlin ||  ||
 * School City, State |||| New Berlin, WI ||  ||
 * Unit Overview ||  ||
 * Unit Title ||  ||
 * Romeo & Juliet ||  ||
 * Unit Summary ||  ||
 * Students will take on the personas of the characters found in the drama, Romeo and Juliet. Each class will take on a family name and blog as if they were that character. Thus, understanding the characters’ motivation throughout the play will be developed. ||  ||
 * Subject Area ||  ||
 * English ||  ||
 * Grade Level ||  ||
 * 8th grade ||  ||
 * Approximate Time Needed ||  ||
 * 9 week in class unit ||  ||
 * Unit Foundation ||  ||
 * Targeted Content Standards and Benchmarks ||  ||
 * * Identify the defining features of literary texts, such as conflict, representation of character, and point of view.
 * Analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view on the overall impact of literature.
 * Identify common historical, social, and cultural themes and issues in literary works and selected passages.
 * Participate in a desktop conferencing session to present and share information with others. ||  ||
 * Student Objectives/Learning Outcomes ||||  ||
 * - Understand the motivation that leads characters to behave in the way they do
 * Curriculum-Framing Questions ||||  ||
 * |||| Essential Question |||| How can one be a victim of circumstance?
 * |||| Unit Question |||||||| How are Romeo and Juliet’s characters victims of circumstance?
 * |||| Content Questions |||||||| Do Romeo and Juliet really love each other?
 * Assessment Plan ||
 * Assessment Timeline
 * Before project work begins ||||  Students work on projects and complete tasks  ||||  After project work is completed  ||
 * · Reviewing all unknown vocabulary
 * · Reviewing all unknown vocabulary
 * · Reviewing all unknown vocabulary
 * · Reviewing all unknown vocabulary

= __ Pre-Reading __ =
 * Assessment Summary ||
 * Our assessments will include: journal reflections, graphic organizers with worksheet, blogging, group discussions, reflection through paragraph and essay writing, and rubrics ||
 * Unit Details ||
 * Prerequisite Skills ||
 * Students must be proficient with using word processing and the Internet. Students must also be familiar with blogging and the use of the use of the Word Press website. In addition, students need to have a groundwork understanding of plot and characters in Romeo and Juliet to communicate with their classmates and teachers. ||
 * Instructional Procedures ||
 * Scope and Sequence:

1-Webquest

[]

2-Daily Bread article (what life what like back during the Elizabethan time period

3-Assessment on Webquest and Daily bread article

1-Shakespeare Weblink: []

= __ Reading __ = 1. Interactive folio reader []

2-U-tube video-show after reading each scene- []

3-Bubblemap with characters and scene-from last year Hunger games Or Comic Life []

4-Webblog—Fueding in Verona []

= __ After Reading __ = Assessments: 1- Summative : Final Project-Oral Presentation, Re-Writing a Scene, Visual Interpretation 2- Formative : Romeo and Juliet Character Hunt ||
 * Accommodations for Differentiated Instruction ||
 * |||| Special Needs Students |||||||||| Students with special needs will have extended time for reading the play, taking assessments, and will be given chapter summaries and character analysises of Romeo and Juliet. ||
 * |||| Nonnative Speakers |||||||||| ELL teacher will read aloud the play and vocabulary assessments on an as needed basis. ||
 * |||| Gifted/Talented Students |||||||||| Honors students in the three 8th grade honors classes will be expected to read more of the acts on their own opposed to listening to the play on audio, and finally, they will be expected to work more independently on higher level thinking assignments and projects. ||
 * Materials and Resources Required For Unit ||
 * ===Technology – Hardware (Click boxes of all equipment needed)=== ||

x Computer(s) Digital Camera DVD Player x Internet Connection || Laser Disk Printer Projection System Scanner Television || VCR Video Camera Video Conferencing Equip. Other || Desktop Publishing E-mail Software Encyclopedia on CD-ROM || Image Processing x Internet Web Browser Multimedia || x Web Page Development Word Processing Other ||
 * Camera
 * Technology – Software (Click boxes of all software needed.) ||
 * Database/Spreadsheet


 * Printed Materials || Romeo and Juliet play book, appropriate supplemental handouts ||
 * Supplies || N/A ||
 * Internet Resources || [|www.wordpress.com-This] will be our blog site. ||
 * Other Resources || House E M and S 8th grade students in Mrs. Butalla’s, Mrs. Irving’s, Ms. Jacobson’s, Mrs. Kutmas’s, and Ms. Kirby’s classes. ||

Wisconsin DPI Teacher Standards: list the teacher standards most fully addressed in your development of this unit (http://dpi.wi.gov/tepdl/stand10.html).

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