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Grade 9 - Unit 5 - ELA

This document provides an overview of a quarter-long unit on Shakespeare's Romeo and Juliet for ninth grade students. The unit will focus on Shakespeare's use of language and how it conveys characters' thoughts and feelings. Students will read the play and consider how society, family, and peers influence decisions and how reading a play differs from other genres. Assessments include essays analyzing character choices, forms of love in the play, and acts of rebellion. The unit aims to further students' understanding of Shakespeare's enduring impact on culture and literature.

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nemwel capol
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149 views3 pages

Grade 9 - Unit 5 - ELA

This document provides an overview of a quarter-long unit on Shakespeare's Romeo and Juliet for ninth grade students. The unit will focus on Shakespeare's use of language and how it conveys characters' thoughts and feelings. Students will read the play and consider how society, family, and peers influence decisions and how reading a play differs from other genres. Assessments include essays analyzing character choices, forms of love in the play, and acts of rebellion. The unit aims to further students' understanding of Shakespeare's enduring impact on culture and literature.

Uploaded by

nemwel capol
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CCSS literacy Mapping Chart for grade 9

Unit Title: Drama Unit: Romeo and Juliet

Length: one quarter Projected Dates: April-June

Overview of unit: 2-3 sentences on unit focus


Students read Shakespeare’s Romeo and Juliet and building upon previous units, they will consider
Shakespeare’s use of rhythm, diction, syntax, and imagery, and the ways in which they help convey the
motives, thoughts, and feelings of the characters. This unit also introduces the elements of theatre
while introducing students to Shakespeare, preparing them for the study of other dramatic works
throughout high school.

Enduring Understandings: Essential Questions:


Shakespeare’s enduring impact upon culture and How does society, family, and/or peers influence
literature is an important aspect of understanding an individual’s decisions?
trends in society and media.
How is reading a play different from reading a
Theatrical drama is yet another avenue of poem or prose?
exploring the human experience through live
performance which is different from the creative Why do we still study Shakespeare?
expression of poetry or prose.

Focus Standards:
● CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
● CCSS.ELA-Literacy.RL.9-10.4 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).
● CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed
and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
● CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze 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.
● CCSS.ELA-Literacy.W.9-10.8 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.

Resources/Materials reccommended:

Texts: Holt text; supplemental versions of Romeo and Juliet


Supplemental literary texts:
No Fear Shakespeare

Novels: n/a

Informational Texts: Ancillary websites, books, documentaries, etc.

Art/Music/Media:
Various film versions of Romeo and Juliet.

Assessments:

Unit: (required)
lStudents will elect one of the essay choices as their unit assessment:
lThe essay should have at least three to five examples from the play for support. Use parenthetical
notation (Act 1, sc.3, ln.1) within the essay after the support or imbed the lines within the essay.
Example: Romeo shows his romantic nature when he scales the wall and says to Juliet in Act one,
Scene three, “What light through yonder window breaks?”
Romeo shows his romantic nature when he climbs over into the Capulet’s garden and calls out to
Juliet: “What light through yonder window breaks?” (Act 1, Sc.3, ln 1)

lTwo pages: typed/double-spaced or written in blue or black ink

Essay choices:
#1 Character Choices
lDiscuss how a particular character’s choice affected an outcome in the play. Identify the choice made,
cite act, scene, and line and then write what the outcome of that choice.

#2 All About Love


lThere are several forms of love found throughout the play:
lunrequited
lromantic
lparental
lfriendship
lfamily honor
lforbidden
lFocus on three of the forms, finding examples of each in the play, discussing how that form of love
affects the play (character interaction, plot dynamics, etc)

#3 All About Rebellion


lFind at least three different acts of rebellion that are in the play and the cause and effect of each act.
lThink about:
l-character interactions
l-plot engagement
l-long-term effects

Benchmarks: (eventually)

Formative: Romeo and Juliet clips and discussion questions will indicate comprehension of the play as
well as the iimportance of studying Shakespeare and how his influence continues on in today’s culture.

Exemplar Lesson Plans: (includes activities) have every person on grade-level team create one and
share with others.
For every activity/text, please include the following: Enduring Understandings addressed, Essential
Questions addressed, and/or Standards being taught

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