Understanding by Design Unit Template

Romeo and Juliet Drama Study 9

Title of Unit Grade Level
ELA 9 (second semester) Exploring Loyalty, 24 days
Subject Love, and Relationships Time Frame
Bryce Bulgis
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Students will become lifelong learners as they gain understandings of how to properly and confidently read, write, and speak the English
language, specifically Shakespearean English. They will use these skills throughout their entire lives and to further their understanding of the
English language in future language classes. Students will gain a sense of self, community, and place as they try to understand the struggles
endured by Romeo and Juliet and the familial and locational influences that acted against them. Finally, students will become engaged
citizens as they analyze the power of language and its influence towards relationships, love, and loyalty in the play and how these influences
can lead to dire consequences for everyone involved.
Cross-Curricular Competencies
How will this unit promote the CCC?

This unit will challenge students to develop thinking by exploring and understanding the central issues present in the play: loyalty, love, and
relationships. Students will develop their identities and concepts of interdependence through studying the doomed lovers own struggles with
those ideas and what they could have done differently to avoid their tragic end. Students will develop literacies by completing multiple
assignments throughout the unit that test their proficiency of basic and complex representation methods. The main goal of these assignments
is to encourage students to think critically and creatively while maintaining a clear message. Finally, students will develop social
responsibility by discussing the events and characters morals in the play to see if there was anything that could or could not have been done
differently to positively contribute to the physical, social, and cultural environments that are present in the play. This competency will be fully
developed when students present their critical scene interpretations at the end of the unit.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Note: Outcomes that are italicized will be the primary focus of this unit.

CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and
Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).

CR9.3b Use pragmatic (e.g., language suitable for intended audience), textual (e.g., authors thesis or argument, how author organized text to
achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation),
graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm
meaning.

CR9.5b Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including directions and
speeches, recognizing train of thought, main points, and presentation techniques.

CR9.8b Read grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently).

CC9.1b Create various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty, Love, and Relationships),
social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).

CC9.3b Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences,
ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g.,
ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.

CC9.4b Use pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads,
coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas),
semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling
patterns and rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to
construct and to communicate meaning.

CC9.6b Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-
one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building
consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, celebrating
special events and accomplishments).

CC9.7b Use oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic
readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.

CC9.9b Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, prcis, short script,
advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).
AR9.1b Assess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community
of learners, and develop goals based on assessment and work toward them.
AR9.2b Assess own and others work for clarity, correctness, and impact.
Enduring Understandings
What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand that...
People will form many relationships throughout their lives. Some of
these will cause them to grow into better people while others may
prove to be detrimental to who they are and the kind of people they
wish to be. All relationships have moments when people can walk away
from them for the betterment of their lives. However, there may be
other influencing factors that make it difficult for people to end those
relationships, factors such as loyalty to certain people and feelings of
love and happiness with people involved in the relationships.
Related misconceptions
Students may misunderstand how hard it can be for people to abandon
certain relationships that they are in. Others may struggle with the
concept of love and its influence on people because they may be too
young to have experienced true love and passion with other people.
Knowledge:
What knowledge will students acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this unit.
Students will know
Outcome: CR9.1b, Indicators:
b. View, listen to, and read a variety of texts related to the theme or
topic of study and show comprehension and demonstrate response by:
Understanding the ideas: Effectively summarize and explain the ideas
in texts; cite details that support the main ideas; make logical
inferences; interpret obvious themes or authors message logically.
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked to
the content of the enduring understanding)
Content specific.
Which type of relationship romantic, familial, or friendship is
most important for human beings to have? (Lesson 1)
Was the right decision made to banish Romeo from Verona based
on his actions? (Lesson 4)
How would you describe Juliets actions to fake her own death:
loyalty to Romeo or selfish disservice to her family? (Lesson 5)
Various questions meant to spur thought and discussion are listed in
their respective lessons in Stage Three.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will be able to
Outcome: CR9.1b, Indicators:
d. Paraphrase texts content, purpose, and point of view.
e. Describe and give examples to explain personal criteria for
assessing and responding to what is viewed, heard, and read.
f. Identify and explain connections between what is viewed, heard,
and read and personal ideas and beliefs.
Understanding, using, and evaluating the text structures and
(language) features to construct meaning: Evaluate key text features
(e.g., headings, diagrams, paragraphs, plot); evaluate organization and
structural cues (e.g., problem/solution, compare/contrast, cause/effect,
order of importance, time order) within texts; evaluate techniques in
texts (e.g., symbolism, personification, irony, hyperbole, parallelism,
colour, repetition); make thoughtful and critical response to craft in a
variety of texts; identify how texts were constructed, shaped, and
produced.
Responding to and interpreting texts: Offer reactions and opinions
about texts; make, explain, and justify reactions and personal
connections to texts; make explicit and deliberate connections with
previous knowledge and experiences; give opinions and make
judgements supported by reasons, explanations, and evidence; make
judgements and draw conclusions about ideas on the basis of evidence;
make logical interpretations of the authors message; make and support
inferences about characters feelings, motivations, and point of view;
organize response and interpretation around several clear ideas or
premises.
c. View, listen to, read, and respond to a variety of engaging, age-
appropriate texts related to the theme or topic of study that support the
development of critical and creative thinking and analysis skills and
enrich classroom discussion.
Outcome: CR9.3b, Indicators:
a. Recognize and comprehend the particular purpose, intended
audience, register (pragmatic cues), textual structures and patterns
(textual cues), sentence patterns (syntactical), word patterns and
meanings (lexical/semantic/morphological), sound patterns
(graphophonic cues), and other cues in visual, oral, print, and
multimedia (including digital) texts.
b. Use language cues and conventions to construct, monitor, and
confirm meaning including:
Pragmatic: Recognize and understand how language of text was
l. Determine creators, speakers, writers purpose, attitude, and
perspective.
v. Interpret and report on information from texts viewed, heard, or
read.
Outcome: CC9.1b, Indicators:
b. Create and present speeches, writing, and other representations
that feature the following qualities:
Message Content or Ideas (Meaning): Focuses on main ideas and
information for audience and purpose; provides relevant details,
examples, and explanations; is accurate, complete, and uses own
words; shows some individuality or originality in literary texts;
contains ideas and images that create an impact.
Organization and Coherence (Form): Introduces the topic and
purpose; provide context; sticks to the topic; easy to follow with
related ideas grouped together (sequence is logical); uses a variety
of connecting words; creates a logical ending; includes appropriate,
and required text features (e.g., titles, headings, diagrams,
illustrations) is correctly constructed; uses paragraphs that have
main ideas and supporting details.
Language Conventions (Style and Language Choices): Uses
clear purpose and language; shows a good sense of audience;
contains description and variety in diction; contains a variety of
sentence lengths and varied sentence beginnings; demonstrates the
use of several different conjunctions; formulates simple, compound,
and complex sentences (avoiding run-ons and fragments); applies
the conventions of oral and written language, including correct
spelling, correct punctuation (including use of colon, dash, and
hyphen), syntactically complete and correct sentences (avoiding
run-ons and fragments), uses legible cursive handwriting and clear
representations which are visually accurate, legible, and neatly
presented.
chosen to suit intended audiences and purposes; recognize and explain
function and purpose of texts including informing, persuading,
narrating, describing; recognize use and register of language (e.g.,
formal, informal, colloquialism, jargon, slang, clichs); detect use of
emotional appeal or persuasive language (e.g., testimonials, emotional
appeals, bandwagon effects); recognize variations in language, accent,
and dialect in community, country, and texts; discern
authors/presenters overall intent.
Textual: Recognize and explain how structures and features of texts
can work to shape understanding including form/genre, artistic devices
(e.g., personification, figurative language including similes and
metaphors, exaggeration, symbolism), elements (e.g., point of view,
conflict, theme, supporting arguments) and text features (e.g., credits,
headings, diagrams, columns, sidebar, pull-quotes); understand range of
standard forms for texts including paragraphs and multi-paragraph
compositions; recognize point of view employed (including third
person) for a particular purpose; recognize organizational patterns
within texts (e.g., chronological, enumerative, procedural,
problem/solution, cause/effect, comparison/contrast); recognize how
language and techniques create a dominant impression, mood, tone,
and style.
Syntactical: Recognize and comprehend sentences that are complete,
and interesting; recognize and comprehend sentence structures
including compound and complex sentences used for variety, interest,
and effect; recognize how effective co-ordination, subordination, and
apposition of ideas make sentences clear and varied; recognize parallel
structure or balanced sentences; recognize active (versus) passive
verbs; recognize effective capitalization and punctuation including
periods, commas, semicolons, quotation marks, colons, dashes, and
hyphens.
Semantic/Lexical/Morphological: Recognize and comprehend words
that are appropriate for audience, purpose, and context and capture a
particular aspect of intended meaning; recognize and interpret the
denotative and connotative meaning of words; use context, prefixes,
suffixes, root words, sounds, and reference tools including dictionaries,
thesauri, and handbooks to determine meaning of words; use the
c. Create original texts to communicate and demonstrate
understanding of forms and techniques.
d. Use speaking, writing, and other forms of representing to
respond to experiences and to texts.
Outcome: CC9.3b, Indicator:
b. Progress through stages/phases of the creating process (i.e.,
before [pre-], during [drafting], and after [revising] presenting) as
needed.
Outcome: CC9.6b and CC9.7b, Indicators:
a. Use talk to explore own and others ideas and to express
understanding.
c. Participate in dramatic speaking experiences such as role plays
and dramatic readings.
d. Give oral presentations to different audiences for various
purposes, such as summaries, narratives, persuasive topics, inquiry
projects, and impromptu and dramatic speeches.
e. Demonstrate respect for the needs, rights, and feelings of others.
f. Establish a controlling impression or coherent thesis that conveys
a clear and distinctive perspective on the subject and maintain a
consistent tone and focus through the presentation.
g. Support a position acknowledging opposing views.
h. Organize ideas in appropriate format and sequence ideas and
information clearly and logically.
i. Move smoothly and logically from one point to another.
j. Adjust language and tone to suit audience, purpose, and situation.
knowledge of Indigenous, Norse, Greek, Roman, and other narratives
to understand the origin and meaning of words.
Outcome: CR9.5b, Indicators:
a. Demonstrate effective, active listening behaviours including listening
with clearly identified purpose in mind; adapting listening and focus to
purpose and situation; keeping an open mind and considering ideas that
differ from own; making notes to assist recall and inquiry; recognizing
overall organization, transition cues, and key ideas and issues;
interacting appropriately for clarification; recalling and summarizing
main ideas and conclusions.
b. Examine others ideas in discussion to extend own understanding.
c. Demonstrate an understanding of the main ideas, events, issues, or
themes in a variety of oral, literary, and informational texts.
d. Participate constructively in individual conversations, and small
group and whole class discussion and debate.
e. Recognize the effects of significant verbal and non-verbal language
in effective communication.
g. Analyze the speakers viewpoint and argument for validity and
supporting evidence.
h. Enhance understanding by discussing interpretations with others.
i. Ask probing questions to elicit information including evidence to
support presenters claims and conclusions.
k. Evaluate the overall effectiveness of an oral or multimedia
presentation.
Outcome: CR9.8b, Indicators:
a. Demonstrate the behaviours of an effective, active reader including
preparing to read by previewing, asking questions, setting purpose,
k. Adjust volume, tone, pitch, and pace of speech to create effect
and enhance communication.
l. Use gestures, facial expressions, visual aids, and other non-verbal
cues effectively to enhance meaning of talk.
m. Hold audiences attention.
n. Present ideas and opinion in response to a topic or presentation.
o. Apply rules for co-operative or whole class debate and discussion
on controversial issues.
p. Solve a problem or understand a task through group co-
operation.
q. Define group roles using consensus to ensure task is understood
and completed.
r. Analyze oral statements made by self and others.
s. Generalize from several comments and points made.
Outcome: CC9.9b, Indicators:
a. Prepare compositions (including essays), reports, presentations,
and inquiry or research projects with adequate detail for audience
understanding.
b. Experiment with and use memorable language effectively.
g. Write response to texts to demonstrate a comprehensive grasp of
the significant ideas of literary texts and support important ideas
and viewpoints through accurate and detailed references to the text,
and demonstrate awareness of the authors use of language.
i. Write texts that relate clear ideas or events in a coherent manner
using specific details.
considering what is known and what needs to be known, adjusting rate
to specific purpose, making connections, and making inferences based
on text and prior knowledge, re-reading, summarizing, and
paraphrasing.
b. Locate and analyze the elements of setting, characterization, and plot
to construct understanding of how characters influence the progression
and resolution of the plot.
c. Analyze the authors form, technique, and use of language.
e. Analyze and evaluate the ideas presented in texts.
g. Draw and support conclusions and opinions about authors message,
values, point of view, and craft.
h. Recognize how text contributed to own understanding of self, roles
in society, and relationships with others.
i. Respond critically to text ideas and authors craft by using textual
evidence to support interpretations.
j. Identify and analyze techniques and elements such as figurative
language and rhetorical and stylistic features of texts.
k. Consider more complex and alternative interpretations.
Outcome: CC9.4b, Indicators:
b. Use and apply language cues and conventions to communicate
meaning including:
Pragmatic: Demonstrate confidence in using language in a variety of
formal and informal contexts, both inside and outside the classroom;
use inclusive language that supports and demonstrates respect for
people across cultures, genders, ages, and abilities; use appropriate
language to participate in public events, occasions, or traditions; adjust
use of language to suit audiences and purposes; use appropriate register
of language (i.e., formal, informal, colloquial); avoid jargon, slang, and
l. Create descriptive texts (a profile of a character) as follows:
- present a clear and colourful picture of the person
- include sensory details and vivid words
- use dialogue when appropriate
- develop a logical order (e.g., background, physical description).
m. Create persuasive texts (e.g., a persuasive essay, a letter to the
editor) as follows:
- include a well-defined thesis (i.e., one that makes a clear and
knowledgeable judgement)
- state a position clearly and convincingly
- provide support by fact, reasons, examples, explanations, and
evidence to support position
- differentiate fact from opinion and support argument with detailed
reasoning and examples
- structure ideas and arguments in a sustained and logical fashion
- maintain a reasonable tone
- address viewers, listeners, or readers concerns, biases,
expectations, and counterclaims.
Outcome: AR9.1b and AR9.2b, Indicators:
a. Evaluate and modify own roles in group interactions in a variety
of contexts.
b. Establish and use relevant criteria and relevant vocabulary to
evaluate group process and personal contributions and propose
suggestions for development.
clichs; use emotional appeal or persuasive language (e.g., testimonials,
emotional appeals, bandwagon effects); use standard Canadian English
that follows accepted rules of usage; avoid the personal I/you in
formal communication; use appropriate register, role, tone, and usage;
address communication to a specific audience; ensure voice/tone is
appropriate to audience and text type.
c. Use criteria/rubric to evaluate oral presentations including
purpose, delivery techniques, content, visual aids, body language,
and facial expressions.
d. Monitor progress in achieving language communication goals.

Textual: Use structures and features of texts including form/genre, e. Reflect on attainment of personal goals for effective language
artistic devices (e.g., personification, figurative language including learning and use.
similes and metaphors, exaggeration, symbolism), elements (e.g., point
of view, conflict, theme, supporting arguments) and text features (e.g., f. Review and refine speaking, writing, and other representing skills
credits, headings, diagrams, columns, sidebar, pull-quotes); use a range and strategies, through reflection, feedback, and self-assessment.
of standard forms for texts including paragraphs and multi-paragraph
compositions; use appropriate point of view (including third person) for g. Determine personal language strengths.
purpose; use organizational patterns within texts (chronological,
enumerative, procedural, problem/solution, cause/effect, h. Determine personal language learning goals.
comparison/contrast); craft strong leads, coherent bodies, and effective
conclusions; maintain focus and ensure unity and coherence in text i. Articulate performance related to viewing, listening, and reading
from beginning to end; use effective transition words; include covering processes and strategies and reflect on growth as viewer, listener,
page and list of references; use language and techniques to create a and reader of texts of increasing complexity.
dominant impression, mood, tone, and style.
j. State appropriate and achievable improvement goals based on
Syntactical: Ensure that sentences are complete, interesting, and on self-analysis; choose and apply strategies appropriate to
topic; use clear sentence structures that contain a verb and its subject improvement goals and reflect on progress in achieving those goals.
(average spoken sentence length 10.5 words; average length of
sentences in freewriting 10.2; in rewriting 9.8); combine sentences k. Use criteria to examine qualities of own and others work.
to form compound and complex sentences for variety, interest, and
effect; use complete sentences with appropriate subordination and
modification; use subordination to show more precisely the relationship
between ideas (e.g., because, although, when) and to avoid a string of
compound sentences; make sentences more precise by reducing a main
idea (clause) to a subordinate idea (clause); reduce, when appropriate, a
subordinate clause to a phrase or single word; recognize that effective
co-ordination, subordination, and apposition of ideas make sentences
clear and varied; recognize and use parallel structure or balanced
sentences for parallel ideas; use active versus passive verbs; vary
sentence beginnings; ensure agreement of subjects, verbs, and
pronouns; use correct pronouns acting as subjects or objects (e.g., Him
and his brother); correctly place qualifiers; use effective
capitalization and punctuation including periods, commas, semicolons,
quotation marks, colons, dashes, and hyphens; punctuate correctly titles
of various media.

Semantic/Lexical/Morphological: Use words that are appropriate for

audience, purpose, and context and capture a particular aspect of
intended meaning; use specific words and synonyms for variety; use
common homonyms (e.g., through/threw) and often confused words
(e.g., affect/effect) correctly; avoid overused and misused words (e.g.,
irregardless, anyways, among/between); consider both the denotative
and connotative meaning of words; avoid wordiness, mixed metaphors,
or fancy words; use reference tools including dictionaries, thesauri,
and handbooks to determine meaning of words; check spelling, and
verify usage; recognize and use words figuratively and for imagery;
spell most words correctly using Canadian spelling; use a variety of
strategies and resources to learn the correct spelling of words; use
knowledge of spelling generalizations; demonstrate and use new
vocabulary appropriately.

Graphophonic: Enunciate clearly and carefully, and correctly

pronounce words with proper emphasis; use knowledge of a range of
spelling patterns, including sound-symbol relationships and rules, to
help identify, analyze, and correct spelling errors.

Other Cues: Use volume and presentation techniques appropriate to

audience and purpose; use appropriate non-verbal cues (including
gestures, physical movements, facial expressions, eye contact, and
body language), sound effects, visuals, and multimedia aids to enhance
presentation; combine print and visuals to enhance presentations; use
printing (e.g., for labels on a map) and cursive writing (e.g., for writing
a report) appropriate to purpose; write legibly with appropriate speed
and control; arrange and balance words and visuals as well as fonts
(typefaces/print) in order to send a coherent and clear message to
specific audiences; ensure that graphics, sound, and technology
enhance representations.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (Describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario below.)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal At the end of the unit, students will be required to complete a critical scene interpretation assignment
What should students accomplish in which they will work individually and in groups to present scenes to the class, discuss their
by completing this task? significances in written assignments, and assess themselves and each other. Students will be given the
R Role assignments information sheets on the first day of the unit and they will be informed of the
What role (perspective) will your expectations. Midway through the unit, we will discuss the assignment in greater detail and the forming
students be taking? of groups will begin. Students will have a list of scenes to choose from, and each group must present
A Audience one scene to the class. Each student is expected to portray at least one character from the scene (actual
Who is the relevant audience? number depends on which scene and how many members are in a group). In their groups, they will
contribute to group journals, and then when each group presents they will complete feedback forms that
S Situation assess all groups interpretations. Individually, they will complete character analyses (of the character
The context or challenge provided they portray OR of a character that is present in their scene), and before-and-after goal sheets in which
to the student. they outline their goals to improve themselves in multiple areas and then they self-reflect on how well
they achieved those goals and why. Finally, students will be assessed on their readings of the characters
they portray. For this assignment, the Goal is for students to become more confident speakers towards a
group of people and for them to continue to work on their analytical, critical thinking, and writing
skills. Their Roles will be as speakers, writers, viewers, assessors, and self-reflecters. The Audience
P Product, Performance will be everyone involved in the class, including me and their classmates who will be assessing each
What product/performance will the other in respectful and helpful ways. The Situation is that students will be challenged to show
student create? intellectual courage to their classmates and to me by performing a variety of tasks that test them in
multiple areas such as writing and speaking. The Products will include multiple assignments (both
individual and group style) and each student will Perform a character reading to the audience.
Examples of Standards and Criteria for all of the performance task assignments are attached to the unit
plan.
S Standards & Criteria for
Success Rubrics attached to Unit Plan
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, quizzes, How will students reflect upon or self-assess their learning?
tests, journals or other means) will students demonstrate achievement
of the desired results? Formative and summative assessments should
be used throughout the unit to arrive at the outcomes.
Throughout this unit, students will complete multiple formative When students write their formative paragraphs in class and
writing assignments such as impromptu paragraphs that will be contribute to class discussions, I expect that these assignments will
handed in to me at the end of those particular lessons, paragraphs that
respond to thematic questions that I give to them. These are used to
assess their growth in their writing and critical thinking skills. Daily
class discussions will guide me because I will get a sense of how
advanced their analytical, speaking, presenting, and critical thinking
skills are as the unit progresses. They will also partake in multiple
formative activities such as think-pair-share, 3-2-1, and exit slips. For
summative assessment, students will each complete two quizzes that
test them on basic plot, character, and thematic details in particular
acts, which are meant to prepare them for their end-of-unit
comprehension exam. Halfway through the unit, they will complete
role on the wall sheets, which is when they describe characters
feelings, actions, and thoughts on silhouette images. Finally, the unit
ends with a 50-question multiple choice comprehension exam that
will assess their understandings of the texts themes, issues, and
events.
cause them to think about how well they understand the question (and
the text) as they think about how to respond in critical and analytical
frameworks. My feedback and guidelines should cause them to
reflect on if they are incorporating them or following them as they
write, respectively. For the critical scene interpretation assignment,
students are required to self-assess themselves as part of the
assignments expectations in regards to their skills in multiple areas.
Furthermore, students will help me create the grading rubrics for all
assignments related to the assignment, which will force them to think
about their own skills and areas of weakness in the unit and English
language arts as a whole. Multiple times throughout the unit students
must engage in think-pair-share activities (or variances of informal
mini group discussions) where they discuss with each other basic
character and plot details to make sure they have the right
understandings of the text. Thus, they are conferring with each other
over details that they should have solid understandings of. The exit
slips or activities (such as 3-2-1) that they will complete will
encourage them to self-assess what they understand and what I can
do to help them. It is my goal that all these quick activities encourage
students to gauge their own progress through the material. Finally,
students will do 1-2 minute presentations about certain characters
halfway through the unit. They must defend their viewpoints on the
characters, which will require them to evaluate their own
understandings of them and if they are giving them proper justice in
defending them. Feedback will be given post-presentations so
students can get some constructive criticism that will help them in
future classes and beyond.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
My students are headed towards greater critical thinking, writing, and speaking skills. I will get a sense of where they have been by evaluating
their first formative written assignments early in the unit as they complete them, which will consist of impromptu paragraph writing and in-
class discussions. On the first day of the unit I will give students a brief overview of what to expect during the course of their studies of Romeo
and Juliet, including the assignments and general classroom expectations. All students will bring their own unique conceptions and experiences
of love, loyalty, relationships, and identity as we discuss the texts themes, issues, events, and characters. I hope to get a sense of where their
interests lie on the first day of the unit by getting them to write about a broad essential question. Since this should be their first major study of a
Shakespearean play, I reserve the right to have everything fairly structured for them. However, I do provide intellectual freedom for all
formative assignments, and their end-of-unit assignment asks them to help plan with me. I also will be open to any feedback they have about
the set-up of the unit as time progresses. I anticipate that students will need guidance with the language of the play, so I have no problem
translating passages for them as needed. Moreover, I expect to guide their development of their proper writing skills, and I am prepared to be
the main facilitator for many of our discussions in case students are struggling with what to say and how to say it. Our learning will all take
place in the classroom where they can best focus and be subjected to the least amount of distractions. I will monitor students learning as we
progress through the unit and I will make any necessary adjustments to seating arrangements, class activities, and forms of assessment as
required.
How will you engage students at the beginning of the unit? (motivational set)

Our first lesson in the unit will begin with me asking the students how many of them know something about William Shakespeare. If many of
the students respond positively, then I will have them do a think-pair-share activity in which they brainstorm what they know about the
playwright. Then, we will discuss this as a class with me writing their responses on the board. If not many students know things about the
author, then I will just begin a brief introductory discussion about who he is and why we are studying him. I will then show them short,
animated summary videos of the playwrights life, which will segue into the units main focus on Romeo and Juliet:
https://www.youtube.com/watch?v=wVF8Q-zZz00 AND https://www.youtube.com/watch?v=hVtQxp8i9OM. We will discuss in an open and
collaborative manner so students feel like their opinions are wanted and respected in the classroom environment. This in return should help
engage them because they are being equipped with the necessary background information to guide them as they progress through the text,
which should lead to less confusion and a lesser chance of them withdrawing from the text.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Introduction Day One- DT William

After students finish reading to themselves (5 minutes), the unit begins with me asking the DL Shakespeare
students how many of them know something about William Shakespeare. If many of the video links:
students respond positively, then I will have them do a think-pair-share activity in which they https://www.y
brainstorm what they know about the playwright: What do you know about William outube.com/w
Shakespeare? [LEAD] (10 minutes) Then, we will discuss this as a class with me writing atch?
their responses on the board. If not many students know things about the author, then I will v=wVF8Q-
just begin a brief introductory discussion about who he is and why we are studying him. I will zZz00 AND
then show them short, animated summary videos of the playwrights life, which will segue into https://www.y
the units main focus on Romeo and Juliet: https://www.youtube.com/watch?v=wVF8Q-zZz00 outube.com/w
AND https://www.youtube.com/watch?v=hVtQxp8i9OM. (10 minutes) atch?
Hand out author information sheets and then the texts, and explain the general format of v=hVtQxp8i9
Shakespearean plays. (5 minutes) OM,
 I will explain how they are being assessed in this unit, both formatively and summatively. copies of
Basically, students will be assessed formatively through various activities and informal Romeo and
assignments: group discussions, think-pair-share activities, 3-2-1 forms, exit slips, and Juliet, author
paragraph writing. They will be assessed summatively through four assignments: quizzes, info sheets,
role on the wall sheets, their end-of-unit major assignment, and a comprehension exam. The end-of-unit
quizzes are worth 20 marks altogether (10 each); the role on the wall sheets are worth 15 assignment
marks; the end-of-unit assignment is worth 90 marks altogether; and the comprehension exam sheets
is worth 50 marks altogether. (5 minutes)
Hand out the end-of-unit assignment sheets and briefly go through them so students
understand what they will need to do at the end of the unit and the steps we will take together
to prepare for the assignment. (5 minutes)
Discuss the texts main themes (relationships, love, loyalty) and issues (how these themes get
thwarted into being misused and how they lead to disastrous outcomes for the characters) so
students get a solid background of what to expect in the text. These questions will be used to
spur discussion: Why do you think Shakespeare focused the text on the themes of
relationships, love, and loyalty? [GUIDE] AND Why are these themes still relevant today?
[HOOK] (5 minutes)
Students complete the lesson with their first formative assignment responding to the units
essential question: Which type of relationship romantic, familial, or friendship is most
important for human beings to have? (10 minutes)
I will read them my own paragraph that I write during the time allotted so they get a sense of
what I expect at a grade nine level. Thus, they will be doing informal self-assessment of their
writing and critical thinking skills. (5 minutes)
2 The First Act Day One- DT Prologue
After students finish reading to themselves (10 minutes), I will show them a video recording DL video link:
of the plays prologue: https://www.youtube.com/watch?v=_qEKkdcTVEM. The speakers https://www.y
voice is very engaging and mysterious, and my goal is that his voice captures their attention outube.com/w
and draws them into what will be explored in the plays succeeding acts. Then, I will ask atch?
students why they think it is important to speak with variance when reading out loud. I will v=_qEKkdcT
then ask if any of them want to try reading the prologue with the same ominous tone that the VEM,
video did; this should be a very humourous and stress-free activity for the students. If no one exit slips, Act
wants to volunteer, then I will read it myself to try to create humour amongst them. This One video
modelling strategy should appeal to their speaking anxieties as a way to alleviate them, and the link:
humour should create a supportive and non-judgmental atmosphere that I will help establish by https://www.y
assuring everyone that no cynical judgments will be made when people speak in class. This is outube.com/w
the tone that I aspire to maintain throughout the remainder of the unit, whenever there is atch?
reading taking place. (10 minutes) v=xSbUVLVJj
I will continue creating this supportive atmosphere by explaining that I will be reading Act 1.1 4I, Mozilla
so students can hear how Shakespearean English is pronounced. The copies of the play, which Popcorn
will have modern translations, are for students to follow along as I read. Occasionally, I will Maker video
ask students to translate certain passages for me, and they can refer to the modern translation if link
they need to (either way, students still need to decode what language is in front of them and
paraphrase in their own words). This instructional scaffolding benefits EAL students or anyone
who has never read Shakespearean English before. No students will be forced to answer, but I
will encourage those who I feel are adapting well to the content to speak up. Any student
responses or questions will receive responsive feedback to invite them back for more inquiry.
Again, this is something I will maintain throughout the entire unit. Overall, we will discuss
characters, plot details, and the beginnings of themes and conflict as I take them through this
scene. Some questions that will be used to spur discussion include How old would you say
the characters are in this scene? [LEAD for Act 1.1] AND What has been said to indicate
their ages? [GUIDE for Act 1.1] (20 minutes)
Then, I will ask student volunteers to take over reading characters for Act 1.2. If no one
volunteers, then I will just continue reading myself. (15 minutes)
Once I or other students are done reading, they must complete exit slips that briefly discuss the
characters presented thus far and what attributes characterize them. I will assess these
formatively to gauge students understanding of the characters, and I will be sure to provide
them with responsive feedback so they can develop new understandings of what they are
learning. (5 minutes)
Day Two-

After students finish reading to themselves (10 minutes), I will show them an engaging,
animated, summary video of Act One. I will only play what they have already read, so I will
stop the video halfway through: https://www.youtube.com/watch?v=xSbUVLVJj4I. (2.5
minutes)
I will then start reading Act 1.3 and the first half of Act 1.4 as students follow along.
Then, I will encourage students to volunteer to read for characters for the rest of Act 1.4 and
Act 1.5. We will discuss characters, plot details, and the beginnings of themes and conflict as I
take them through these scenes. Some questions that will be used to spur discussion include
Are women presented as equals to men in this scene? [HOOK for Act 1.3] AND How do
Romeo, Benvolio, and Mercutio present themselves in this scene? [GUIDE for Act 1.4] AND
What would you say about loyalty being present in the types of relationships that are
presented in this scene, such as the relationships between Tybalt-Capulet, Romeo-Juliet, and
Juliet-Nurse? [ESSENTIAL for Act 1.5] (30 minutes)
I will then play the rest of the video that summarizes what we just discussed. (2.5 minutes)
Students will engage in think-pair-share activities about what they think of the play so far in
 terms of story, characters, and reading difficulty: What are your thoughts about the play in
terms of its story thus far, characters presented, and the language that you are reading?
[LEAD] When they share, it is their opportunity to justify their stances and voice any concerns
or confusion that they have to me. Each pair is required to present, so the length of this activity
will depend on the number of students in the class. (5-10 minutes)
The lesson will end with a personalized video presentation of multiple interpretations of the
first act, which will connect together to create a multimedia summary of Act One. The video
will result from Mozilla Popcorn Maker, which is the medium through which I will make it:
http://teachingshakespeareblog.folger.edu/2015/03/26/teaching-romeo-and-juliet-with-
technology-part-one/. The video will contain clips of the 1968 digital version (which they will
watch in full at the end of the unit), ballet performances (Example:
https://www.youtube.com/watch?v=-n6tW9PZbDw), theatre compositions (Example:
https://www.youtube.com/watch?v=r06_0yWfKRM), and other student productions (Example:
https://www.youtube.com/watch?v=bNMN2-otsDw). (5 minutes)
3 The Second Day One- DT
Act After students finish reading to themselves (10 minutes), they will write their first summative
quiz on Act 1, which will test them on basic plot, character, and thematic details. (10 minutes)
Then, I will read Acts 2.0 and 2.1, and explain that this will be the last time I read for them
unless they need help. Then, student volunteers will read Act 2.2. We will discuss characters,
plot details, and the continuing development of themes and conflict as I take them through
these scenes. Some questions that will be used to spur discussion include What is the chorus
saying about the plays events? [LEAD for Act 2.0] AND Do you think Romeo and Juliet are
in love at this point in the play? [HOOK for Act 2.1] AND How would you characterize
Friar Laurence? [GUIDE for Act 2.2] (30 minutes)
Students will create their own 3-2-1 slips that outline three things they learned about the play
during todays reading, two things they want to learn, and one question they each have. I will
take these in as formative assessment of their understanding of the play so far. (10 minutes)
Day Two-
After students finish reading to themselves (10 minutes), we will go over the quizzes and the
3-2-1 slips from the previous day, especially the questions. (15 minutes)
Student volunteers will read through the rest of Act Two, including 2.3, 2.4, and 2.5. We will
discuss characters, plot details, and the continuing development of themes and conflict as these
scenes are explored. Some questions that will be used to spur discussion include Do you think
Mercutio and Tybalt like each other? [LEAD for Act 2.3] AND What signs indicate that
Juliet and the Nurse trust each other in this scene? [GUIDE for Act 2.4] AND Are there any
pieces of foreshadowing in this scene? [GUIDE for Act 2.5] (35 minutes)
4 The Third Act Day One- DT Role on the
+ After students finish reading to themselves (10 minutes), student volunteers will read Acts 3.1, DI&I wall sheets,
Presentations 3.2, and 3.3. We will discuss characters, plot details, and the continuing development of DL Mozilla
themes and conflict as these scenes are explored. Some questions that will be used to spur DSR Popcorn
discussion include Was it fair for Mercutio to die? [HOOK for Act 3.1] AND Where do you Maker video
think Juliets loyalties lie from what is seen and heard from her in this scene? [GUIDE for Act link,
3.2] AND Why do you think Romeo trusts Friar Laurence and what does that say about their public
relationship? [ESSENTIAL for Act 3.3] (40 minutes) speaking
Students complete the lesson with their second formative assignment responding to a thematic summary
question central to what has happened so far in the play: Was the right decision made to sheets, public
banish Romeo from Verona based on his actions? I will take these in to assess their critical speaking video
thinking and writing skills and their understanding of the play thus far. (10 minutes) link:
Day Two- https://www.y
After students finish reading to themselves (10 minutes), I will hand back their paragraphs outube.com/w
written the previous day and explain general critiques of them. (10 minutes) atch?
Student volunteers will read through the rest of Act Three, including 3.4 and 3.5. We will v=JNOXZum
discuss characters, plot details, and the continuing development of themes and conflict as these CXNM OR
scenes are explored. Some questions that will be used to spur discussion include What does https://www.y
this scene reveal about the status of women in the sixteenth century? [HOOK for Act 3.4] outube.com/w
AND Are there any pieces of foreshadowing in this scene? [GUIDE for Act 3.5] (30 atch?
minutes) v=LxKSJQNi
Then, I will introduce the role on the wall activity so students can begin brainstorming ideas mE0, rubric
for it. I will give them the role on the wall sheets as well. (10 minutes) templates
I will also try to save time during this lesson so it can end with students watching another
Mozilla Popcorn Maker summary video of Act Three. (5 minutes)
Day Three-
After students finish reading to themselves (10 minutes), each student will do a role on the
wall activity on the characters of Romeo, Juliet, Capulet, and a character of their choice. They
must complete rough copies beforehand to show me what they think they understand about the
characters before they can complete their final versions, which must be presented to the class.
All students should be able to complete their rough copies this class and then start their final
versions. (50 minutes)
Day Four-
After students finish reading to themselves (10 minutes), they will finish their role on the
wall activities and then they will each present their work to the class as a form of informal
presentations. I expect all will finish, depending on the size of the class. These presentations
will only be 1-2 minutes each. Students will hand in their final versions of their role on the
wall sheets for summative assessment. (50 minutes)
Day Five-
 After students finish reading to themselves (10 minutes), we will discuss the presentations that
each student did and what they thought of the experience. Basically, I want students to think
about how they felt presenting to the class and how well they think they are as presenters. I
will hand back their assessed role on the wall sheets with reflective and constructive
comments. (10 minutes)
Following this is a workshop on public speaking facilitated by me to prepare them for their
end-of-unit assignments. I will tell them my own experiences with public speaking, and then
they will do think-pair-share activities in which they talk about public speaking and what it
means to them: How do you feel when you think of public speaking and why do you feel that
way? [LEAD and GUIDE] (10 minutes)
Hand out public speaking summary sheets and then show them an informational video on
public speaking: https://www.youtube.com/watch?v=JNOXZumCXNM OR
https://www.youtube.com/watch?v=LxKSJQNimE0. The actual choice of video depends on
the needs of my students and what particular aspect of public speaking they need more
information on. (10 minutes)
As a class we will craft the marking rubrics for the end-of-unit assignment and clarify what
students need to do for it. Groups for the assignment will also be decided. (20 minutes)
5 The Fourth Day One- DT
Act After students finish reading to themselves (5 minutes), they will write their second DL
summative quiz on Act 3, which will test them on basic plot, character, and thematic details.
(10 minutes)
Then, student volunteers will read through the entire fourth act, including 4.1, 4.2, 4.3, and 4.4.
We will discuss characters, plot details, and the continuing development of themes and conflict
as these scenes are explored. Some questions that will be used to spur discussion include
How can the interaction between Juliet and Paris in this scene be described? [GUIDE for Act
4.1] AND How can Capulet be characterized in this scene? [GUIDE for Act 4.2] AND Why
is Juliets monologue in this scene significant to the theme of loyalty that has been presented
throughout the play? [ESSENTIAL for Act 4.3] AND What can be said about Juliets
parents feelings when they received news that she was dead? [GUIDE for Act 4.4] (35
minutes)
Students complete the lesson with their third formative assignment responding to a thematic
question central to what has happened so far in the play: How would you describe Juliets
actions to fake her own death: loyalty to Romeo or selfish disservice to her family? Students
will keep their paragraphs because they will be assessing each others work the next day. (10
minutes)
6 The Fifth Act Day One- DT Mozilla
After students finish reading to themselves (10 minutes), they will read each others formative DL Popcorn
paragraphs and critique them in think-pair-share activities with advice and guidance from me Maker video
regarding expectations of their written work: Knowing how I have assessed your written link
 work before, what do you think I am looking for in grade-nine-level writing? [GUIDE] (15
minutes)
Student volunteers will read through the entire fifth act, including 5.1, 5.2, and 5.3. We will
discuss characters, plot details, and the resolution of themes and conflict as these scenes are
explored. Some questions that will be used to spur discussion include What can be said about
the characters morals in this scene? [GUIDE for Act 5.1] AND Does Friar Laurences
reactions in this scene surprise you? [HOOK for Act 5.2] AND What does Pariss final
actions reveal about his true character in this scene? [GUIDE for Act 5.3] AND Do you
think the events of this play are too far-fetched to be seen amongst people in todays society?
[ESSENTIAL] (35 minutes)
I will also try to save time during this lesson so it can end with students watching another
Mozilla Popcorn Maker summary video of Act Five. (5 minutes)
7 The End-Of- Day One- DT Goal sheets
Unit Students do not need to read due to the time being needed for us to review the quizzes they DI&I
Assignment wrote and to discuss their upcoming comprehension exam in terms of its format and how they DSR
Preparation can prepare for it. (10 minutes)
They will complete their goal sheets as part of their end-of-unit assignment. (15 minutes)
They will divide into their groups for the end-of-unit assignment and as a class we will decide
on which scenes each group will interpret. Then, they must plan the essential details of their
interpretations such as who wants to portray certain characters and what their characters will
look like. These details will go into their group journals, which are also part of their end-of-
unit assignment. (35 minutes)
Day Two-
Students do not need to read due to the time being needed for their end-of-unit assignment
preparation. Students will be encouraged to spend this period planning their prop allocations
and set-up and to then actually rehearse the scenes together. (60 minutes)
Day Three-
Students do not need to read due to the time being needed for their end-of-unit assignment
preparation. Students will be encouraged to spend this period finalizing prop details and to
then ready themselves for their actual interpretations. The order of groups presenting will be
confirmed. (60 minutes)
8 The End-Of- Day One- DT Feedback
Unit Students do not need to read due to the time being needed for them to present their DI&I forms, goal
Assignment interpretations. The first five groups will present their interpretations while the other groups DSR sheets
Interpretation who are not presenting will complete feedback forms as part of their end-of-unit assignment.
s (60 minutes)
Day Two-
Students do not need to read due to the time being needed for them to present their
interpretations. The last four groups will present their interpretations while the other groups
 who are not presenting will complete feedback forms as part of their end-of-unit assignment.
(45 minutes)
All students will then complete goal sheets as part of their end-of-unit assignment. (15
minutes)
9 The End-Of- Day One- DT
Unit Students do not need to read due to the time being needed for them to write their character DI&I
Assignment analyses. All students must complete rough point-form drafts that include their general ideas DL
Writing for each paragraph and how they plan to support their ideas (using evidence from the text and
from their interpretations). I will help them focus their ideas as they complete their rough
drafts. (60 minutes)
Day Two-
Students do not need to read due to the time being needed for them to write their character
analyses. Once their rough drafts have been approved by me, they will move into writing their
first draft of their character analyses. All students must complete their first drafts before they
are allowed to type their final assignment. I will help them focus their ideas as they complete
their first drafts. (60 minutes)
Day Three-
Students do not need to read due to the time being needed for them to write their character
analyses. Once their first drafts have been approved by me, they will move into typing their
final assignment, which will be handed in at the end of class. (60 minutes)
10 Digital Day One- DT Digital version
Viewing Students do not need to read due to the time being needed for them to begin to watch the DI&I of Romeo and
digital version of the play. We will first have a discussion around the interpretations and what DL Juliet
students thought of the assignment. (15 minutes)
We will then begin to watch the digital version of the play. Details about which digital copy
will be used can be found here: https://en.wikipedia.org/wiki/Romeo_and_Juliet_(1968_film).
(45 minutes)
Day Two-
Students do not need to read due to the time being needed for them to continue to watch the
digital version of the play. (60 minutes)
Day Three-
Students do not need to read due to the time being needed for them to finish watching the
digital version of the play. (30 minutes)
Students will spend the rest of class reviewing for their exam. I will answer any questions that
they have. (30 minutes)
11 Exam Day One- DT Exam copies
Students do not need to read due to the time being needed for their exam. They will write the
50-question multiple choice comprehension exam for this unit. (60 minutes)
 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes, performance
assessment, and learning experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
Comments
I believe there is alignment in multiple areas. First, students will need to formulate
arguments in relation to questions posed to them (which are based off of themes
and events encountered in the text) and defend their own work throughout the unit,
which aligns with outcomes CR9.1b and CR9.3b. Part of this includes reading a
grade-nine-level text that challenges them to synthesize information so they can
make sound judgements, which aligns with outcomes CR9.5b and CR 9.8b. They
will also have to create various forms of work (and gain some experience with
drafting rough copies), such as written paragraphs, presentations, and exit slips that
appropriately respond to what is presented to them in the text, which aligns with
outcomes CC 9.1b, CC9.3b, CC9.4b, and CC9.9b. Oral language is a powerful tool
that they will gain practice with as they engage in debates and present information,
which aligns with outcomes CC9.6b and CC9.7b. Finally, students will be given an
opportunity during the end-of-unit assignment to assess their own strengths and
weaknesses and make goals on how to improve themselves, which aligns with
outcome AR9.1b. Similarly, they will be given an opportunity to evaluate each
other and to voice their opinions on each others formative paragraphs. In return,
they will get an idea of how they compare with other students and my expectations
and what they can do to better their work, all of which aligns with outcome
AR9.2b.
For struggling students:
I offer a variety of learning approaches, such as individual writing assignments,
partner and larger group collaborations, class discussions (with myself acting as the
facilitator), and small presentations to test students on a variety of situations. I also
allow students the opportunity to present their own work and explain their
reasoning, which should help with their critical thinking and presentation skills. I
plan on progressing through the text at a slow but steady pace so students do not
get left behind or confused by the subject matter. Furthermore, I will make sure to
acquire copies of Romeo and Juliet that feature modern translations of
Shakespearean English. I still want students to read the original text, but the
modern translation will be there for those who need help in deciphering the tricky
language of Shakespearean English or for those who struggle with regular English
itself. Self- and peer-assessment is a vital component in my unit, and I use a
scaffolding approach to prepare students to self- and peer-assess. For example,
students write three formative paragraphs throughout my unit. After they write their
first paragraph, I read them my own paragraph (written at a grade nine level) so
they can hear what a grade nine level is like, and I expect them to internalize my

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
comments for their next writing assignment. After they write their second
paragraph, I take them in and critique them, giving students constructive comments
on their writing skills. After they write their third paragraph, I have students
critique each others work based on guidelines that I give them. Thus, they are
given the proper training and feedback to accomplish these tasks. When they
engage in the many formative writing, reading, or speaking activities in my unit,
my time estimates (that are stated in each lesson) are always flexible for those who
need more time to gather their thoughts and to put them on paper. Moreover, I will
provide one-on-one help to students with attention or cognitive exceptionalities
who need encouragement or guidance from adults, and my expectations and the
topics/questions for the unit activities/assignments can be modified for students
who need less strenuous or difficult work. Unless students are physically incapable
of writing, I will still require them to do it as it is such a vital skill in life that they
will only learn and enhance by actually practicing. I follow the same viewpoint for
the speaking and reading activities, but I will provide alternative options (such as
presenting or reading to me outside of class) for those students who cannot
overcome their anxiety issues. As for the exam, students who have documentation
that requires them to receive modified work will have the opportunity to write
modified exams that have less number of questions (and that will have less
difficulty) outside of class time if they need it. The same rule applies to the quizzes,
and it is available to any students for that matter who both come to me and have
valid reasons or if they have shown themselves to struggle with grade-nine-level
multiple choice exams. These adaptations and differentiations will be provided to
students on a case-by-case basis.
For students who need a challenge:
Since this is a grade nine course, I believe I provide students with open-ended
writing and discussion topics that can be approached from a multitude of ways,
allowing above-average students to express their creativity and critical thinking
skills while still remaining a part of the regular classroom dynamic and
expectation. Furthermore, there are various activities I have planned, such as group
work, presentations, and class discussions to challenge all students.
I believe that I do employ a right balance of teacher-directed and student-centered
instructional approaches through the use of class discussions (with myself acting as
the facilitator), partner and larger group activities, individual student presentations,
and individual student writing assignments.
For the activities and assignments I have planned as stated thus far, students do not
need to access any form of technology to aid them, albeit for computers equipped
with Microsoft Word so that they can type their summative assignments. All

FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each childs identity?
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN #
0-87120-313-8 (pbk)
assignment information sheets will be provided in paper form, and students will be
completing their formative assignments on paper by handwriting them. As for the
end-of-unit assignment, I will be available to consult with students regarding any
materials they need for their interpretations, but the general expectation is that they
will provide most of the materials themselves.
I believe that the formative assignments I require them to do grant them the
freedom to express their own ideas and arguments in different formats to nurture
diverse learning environments and diverse learning needs in the classroom. For
example, students will be presenting their ideas in the form of holistic reflective
paragraphs, exit slips, partner activities in which they can confer with one another,
verbal discussions with the class, and arguments that they can present to the class
in open and receptive environments.
 Marking Rubrics for Performance Task-
Individual Assignment (Character Analysis) Marking Rubric [EXAMPLE]-

Criteria Advanced
Concerns
Standards for This Evidence of Exceeding
Areas that Need Work
Performance Standards

Content:
Student explains in good
detail the significance of why
the character was chosen,
including any necessary
references to the appearance
and behaviour of the
character.

Grammar & Punctuation:

Writing is mostly clear and
mostly free from errors such
as run-on sentences, sentence
fragments, and comma
splices, among others.

Themes & Actions:

Student thoughtfully explains
how the themes or actions of
the character were significant
to its identity.

References:
In-text citations, format, and
the Works Cited page mostly
follow MLA style.

0-5 points 6-8 points 9-10 points

 Individual Assignment (Pre-Goal Sheet) Marking Rubric [EXAMPLE]-

Criteria Advanced
Concerns
Standards for This Evidence of Exceeding
Areas that Need Work
Performance Standards

Content:
Student explains in good
detail how strong personal
strengths as a viewer, listener,
reader, speaker, group
member, and writer are and
includes a plan to improve
them.

Grammar & Punctuation:

Writing is mostly clear and
mostly free from errors such
as run-on sentences, sentence
fragments, and comma
splices, among others.

0-5 points 6-8 points 9-10 points

Individual Assignment (Character Reading) Marking Rubric [EXAMPLE]-

Criteria Advanced
Concerns
Standards for This Evidence of Exceeding
Areas that Need Work
Performance Standards

Reading:
Student reads the character in
good detail by mostly
including necessary voice
projections.

Preparation:
Student appeared to be mostly
on task during given
preparation time and showed
invested interest in preparing
to read the character.
 0-15 points 16-24 points 25-30 points
Individual Assignment (Post-Goal Sheet) Marking Rubric [EXAMPLE]-

Criteria Advanced
Concerns
Standards for This Evidence of Exceeding
Areas that Need Work
Performance Standards

Content:
Student explains in good
detail the level of
improvement in the areas of
viewing, listening, reading,
speaking, working in groups,
and writing and why there
was improvement in them.

Grammar & Punctuation:

Writing is mostly clear and
mostly free from errors such
as run-on sentences, sentence
fragments, and comma
splices, among others.

0-5 points 6-8 points 9-10 points

Group Assignment (Group Journal) Marking Rubric [EXAMPLE]-

Criteria Advanced
Concerns
Standards for This Evidence of Exceeding
Areas that Need Work
Performance Standards

Content:
Group explains in good detail
summaries of what was
accomplished each day, who
contributed what ideas, why
some decisions were made,
and any problems that arose
and how the group worked
together to solve them.

Grammar & Punctuation:

 Writing is mostly clear and
mostly free from errors such
as run-on sentences, sentence
fragments, and comma
splices, among others.

Group Work Ethic:

Group appeared to be mostly
on task during work time
given to them and showed
proof of accomplishments
mostly after each work time to
Mr. Bulgis.

0-7 points 8-12 points 13-15 points

Group Assignment (Feedback Form) Marking Rubric [EXAMPLE]-

Criteria Advanced
Concerns
Standards for This Evidence of Exceeding
Areas that Need Work
Performance Standards

Content:
Group explains in good detail
how well they think each
group did and any special
significances of the
interpretations that stood out
to them.

Grammar & Punctuation:

Writing is mostly clear and
mostly free from errors such
as run-on sentences, sentence
fragments, and comma
splices, among others.

Group Collaboration:
Group appeared to be mostly
on task during discussion time
given to them after each
interpretation and showed
 invested interest in each
interpretation.

0-7 points 8-12 points 13-15 points

Lesson Plan Title: Introduction of Romeo and Juliet

Date: Sometime in the second semester Time: 60 minutes
Subject: ELA 9 (second semester) Grade: 9
Topic(s): Introduction of author, themes, and end-of-unit assignment
Essential Question: Which type of relationship romantic, familial, or friendship is most
important for human beings to have?

Materials: William Shakespeare video links: https://www.youtube.com/watch?v=wVF8Q-zZz00

AND https://www.youtube.com/watch?v=hVtQxp8i9OM, copies of Romeo and Juliet, author
info sheets, end-of-unit assignment sheets

Stage 1- Desired Results

What do they need to understand, know, and/or able to do?
Students need to understand what it takes to be a critical thinker and how ELA helps them
accomplish that. They should know how to construct thoughtful paragraphs when they are
tasked to respond to questions, and I expect to see some level of this in their first formative
writing assignments that they will complete during the lesson.

Broad Areas of Learning:

Students will develop lifelong learning skills through their continued study and practice of the
English language and the different forms it can take. They will develop senses of self,
community, and place by analyzing and understanding the themes in the text and how they can
relate to themselves and to the world. Furthermore, they will also build community with each
other as they work together to understand the text. Students will become engaged citizens by
learning how powerful language can be as a mediator between group conflicts.

Cross-Curricular Competencies:
Students will develop thinking by exploring and forming opinions about the questions posed
from the text and the themes found in it. They will develop identity and interdependence by
reflecting on their prior knowledge with their peers. They will develop literacies by reading,
speaking, and comprehending Shakespearean English. Students will develop social
responsibility through partner and individual reflection periods when they can think about their
own understandings and knowledge.

Outcome(s) & Indicators:

Outcome: CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that
address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g.,
Equal Opportunity), and efficacy (e.g., Surviving and Conquering). Indicator: e. Describe and
give examples to explain personal criteria for assessing and responding to what is viewed,
heard, and read.

PGP Goals:
2.2 Proficiency in the language of instruction.
3.2 The ability to use a wide variety of responsive instructional strategies and methodologies
to accommodate learning styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.
4.1 Knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The think-pair-share activity will inform me of their prior knowledge of William Shakespeare,
which will help me determine how much detail I need to include as I talk about him and his
work. Later, students will write a discussion paragraph about the question Which type of
relationship romantic, familial, or friendship is most important for human beings to have?
During this time I will monitor their progress and assist those who need guidance or ideas. At
the end of the lesson, I will read them my own paragraph so they get a sense of what the
expectations are for a grade nine level.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.
This lesson does not warrant a summative piece to be handed in.

Stage 3- Learning Plan

Motivational/Anticipatory Set:
After students finish reading to themselves (5 minutes), the unit begins with me asking the
students how many of them know something about William Shakespeare. If many of the
students respond positively, then I will have them do a think-pair-share activity in which they
brainstorm what they know about the playwright: What do you know about William
Shakespeare? [LEAD] (10 minutes)
Then, we will discuss this as a class with me writing their responses on the board. If not many
students know things about the author, then I will just begin a brief introductory discussion
about who he is and why we are studying him. I will then show them short, animated summary
videos of the playwrights life, which will segue into the units main focus on Romeo and
Juliet: https://www.youtube.com/watch?v=wVF8Q-zZz00 AND
https://www.youtube.com/watch?v=hVtQxp8i9OM. (10 minutes)

Main Procedures/Strategies:
Hand out author information sheets and then the texts, and explain the general format of
Shakespearean plays. (5 minutes)
I will explain how they are being assessed in this unit, both formatively and summatively.
Basically, students will be assessed formatively through various activities and informal
assignments: group discussions, think-pair-share activities, 3-2-1 forms, exit slips, and
paragraph writing. They will be assessed summatively through four assignments: quizzes,
role on the wall sheets, their end-of-unit major assignment, and a comprehension exam. The
quizzes are worth 20 marks altogether (10 each); the role on the wall sheets are worth 15
marks; the end-of-unit assignment is worth 90 marks altogether; and the comprehension exam
is worth 50 marks altogether. (5 minutes)
Hand out the end-of-unit assignment sheets and briefly go through them so students
understand what they will need to do at the end of the unit and the steps we will take together
to prepare for the assignment. (5 minutes)
Discuss the texts main themes (relationships, love, loyalty) and issues (how these themes get
thwarted into being misused and how they lead to disastrous outcomes for the characters) so
students get a solid background of what to expect in the text. These questions will be used to
spur discussion: Why do you think Shakespeare focused the text on the themes of
relationships, love, and loyalty? [GUIDE] AND Why are these themes still relevant today?
[HOOK] (5 minutes)
Students complete the lesson with their first formative assignment responding to the units
essential question: Which type of relationship romantic, familial, or friendship is most
important for human beings to have? (10 minutes)

Adaptations/Differentiation:
I will write in large legible writing on the board so all students can see effectively. For those
who become distracted during the lessons discussions and remain quiet, I will ask them to
voice their opinions or to help me summarize other students comments. Students who need
one-on-one help when they are writing their paragraphs will receive it from me and any other
adults in the room.

Closing of Lesson:
I will read them my own paragraph that I write during the time allotted so they get a sense of
what I expect at a grade nine level. Thus, they will be doing informal self-assessment of their
writing and critical thinking skills. (5 minutes)

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

 William Shakespeare Biography [EXAMPLE]-

- Son of John Shakespeare and Mary Arden.

- Born in Stratford-upon-Avon, Warwickshire, England, and he was baptized there on April

26th, 1564. His actual date of birth remains unknown, but it is traditionally observed on

April 23rd. He was the third child of eight and the eldest surviving son.
- Most likely attained a high-quality education in grammar.
- Married Anne Hathaway (twenty-six) at the age of eighteen. Six months after the

marriage Anne gave birth to a daughter, Susanna, baptized May 26th, 1583. Twins, son

Hamnet and daughter Judith, followed almost two years later and were baptized February

2nd, 1585. Hamnet died of unknown causes at the age of eleven and was buried August

11th, 1596.
- It is not known definitively when Shakespeare began writing, but contemporary allusions

and records of performances show that several of his plays were on the London stage by

1592. His most popular works include Romeo and Juliet (1591-1595), Hamlet (1599-

1602), and A Midsummer Nights Dream (1595-1596).

- Died on April 23rd, 1616, at the age of fifty-two. He wrote at least thirty-seven plays and

150 sonnets during his lifetime.

Lesson Plan Title: Commencement of studying the play

Date: Sometime in the second semester Time: 60 minutes
Subject: ELA 9 (second semester) Grade: 9
Topic(s): Shakespearean English, beginning of the plays themes, issues, and plot
Essential Question: Why is it important to speak with variance when reading out loud?

Materials: Copies of Romeo and Juliet, prologue video link, exit slips

Stage 1- Desired Results

What do they need to understand, know, and/or able to do?
Students need to understand basic character details of certain characters that they are
introduced to in this lesson. They need to know the general set-up of Shakespearean plays
(which will be explained to them in the previous lesson), and they need to be able to listen
attentively when I read the plays lines, and I am also hoping some will show intellectual
courage by voicing their thoughts and opinions.

Broad Areas of Learning:

Students will develop lifelong learning skills through their continued study and practice of the
English language and the different forms it can take. They will develop senses of self,
community, and place by beginning to analyze and understand the characters and plot in the
text and how themes such as loyalty and relationships reflect what happens in the real world.
Furthermore, they will also build community with each other as they support each other to
understand the text. Students will become engaged citizens by learning how powerful language
can be as a mediator between people who have conflicts with others.

Cross-Curricular Competencies:
Students will develop thinking by exploring and forming opinions (even if they are not said
out loud) about the characters and themes encountered in the play. They will develop identity
and interdependence by reflecting on the characters and themes in the text, and they will
support those who demonstrate intellectual courage by sharing their thoughts and opinions to
the class. They will develop literacies by reading, (hopefully) speaking, and comprehending
Shakespearean English. Students will develop social responsibility through the end-of-lesson
reflection period when they can think about their own understandings of the characters and the
attributes assigned to them.

Outcome(s) & Indicators:

Outcome: CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that
address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g.,
Equal Opportunity), and efficacy (e.g., Surviving and Conquering). Indicator: c. View, listen
to, read, and respond to a variety of engaging, age-appropriate texts related to the theme or
topic of study that support the development of critical and creative thinking and analysis skills
and enrich classroom discussion.

PGP Goals:
2.2 Proficiency in the language of instruction.
3.2 The ability to use a wide variety of responsive instructional strategies and methodologies
to accommodate learning styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
This lesson will establish a supportive environment for students to voice their thoughts and
opinions about what is explored in the play. Thus, any student comments will give me a sense
of how they are feeling about the plays events and what they may be confused about. This
lesson ends with exit slips that students must complete, and they will tell me if students have
understood basic character details that were presented to them.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.
Because this is their first lesson dealing with the content of the play, it is too soon to assess
them summatively.
Stage 3- Learning Plan

Motivational/Anticipatory Set:
After students finish reading to themselves (10 minutes), I will show them a video recording
of the plays prologue: https://www.youtube.com/watch?v=_qEKkdcTVEM. The speakers
voice is very engaging and mysterious, and my goal is that his voice captures their attention
and draws them into what will be explored in the plays succeeding acts. Then, I will ask
students why they think it is important to speak with variance when reading out loud. I will
then ask if any of them want to try reading the prologue with the same ominous tone that the
video had; this should be a very humourous and stress-free activity for the students. If no one
wants to volunteer, then I will read it myself to try to create humour amongst them. This
modelling strategy should appeal to their speaking anxieties as a way to alleviate them, and the
humour should create a supportive and non-judgmental atmosphere that I will help establish by
assuring everyone that no cynical judgments will be made when people speak in class. (10
minutes)

Main Procedures/Strategies:
I will continue creating this supportive atmosphere by explaining that I will be reading Act 1.1
so students can hear how Shakespearean English is pronounced. The copies of the play, which
will have modern translations, are for students to follow along as I read. Occasionally, I will
ask students to translate certain passages for me, and they can refer to the modern translation if
they need to (either way, students still need to decode what language is in front of them and
paraphrase in their own words). This instructional scaffolding benefits EAL students or anyone
who has never read Shakespearean English before. No students will be forced to answer, but I
will encourage those who I feel are adapting well to the content to speak up. Any student
responses or questions will receive responsive feedback to invite them back for more inquiry.
Overall, we will discuss characters, plot details, and the beginnings of themes and conflict as I
take them through this scene. Some questions that will be used to spur discussion include
How old would you say the characters are in this scene? [LEAD for Act 1.1] AND What
has been said to indicate their ages? [GUIDE for Act 1.1] (20 minutes)
Then, I will ask student volunteers to take over reading characters for Act 1.2. If no one
volunteers, then I will just continue reading myself. (15 minutes)

Adaptations/Differentiation:
I will be utilizing modelling, instructional scaffolding, and responsive feedback throughout
this lesson, the details of which are provided in each of the three sections of the lessons
learning plan.

Closing of Lesson:
Once I or other students are done reading, they must complete exit slips that briefly discuss the
characters presented thus far and what attributes characterize them. I will assess these
formatively to gauge students understanding of the characters, and I will be sure to provide
them with responsive feedback so they can develop new understandings of what they are
learning. (5 minutes)

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

ELA 9 (second semester) Exit Slip [EXAMPLE]-

1. What would you say about Romeo and the kind of person he seems to be at this point in the
play?

2. Who is Benvolio, and what kind of person does he seem to be?

3. Who is Tybalt, and what kind of person does he seem to be?

4. What is your prediction for the end of the play?

Lesson Plan Title: Exploring the rest of Act One

Date: Sometime in the second semester Time: 60 minutes
Subject: ELA 9 (second semester) Grade: 9
Topic(s): Shakespearean English, latter half of the first act
Essential Question: Multiple questions asked throughout the scenes

Materials: Copies of Romeo and Juliet, Act One summary video link, Mozilla Popcorn Maker
video link

Stage 1- Desired Results

What do they need to understand, know, and/or able to do?
Students need to understand basic plot and character details that they will explore in this
lesson. They need to know the basic story that was presented to them in the previous lesson
(first half of Act One) and they need to be able to listen attentively when I read the plays lines,
and I am also hoping some will show intellectual courage by voicing their thoughts and
opinions during class discussions and to also volunteer to read for characters.

Broad Areas of Learning:

Students will develop lifelong learning skills through their continued study and practice of the
English language and the different forms it can take. They will develop senses of self,
community, and place by beginning to analyze and understand the characters and plot in the
text and how themes such as loyalty and relationships reflect what happens in the real world.
Furthermore, they will also build community with each other as they support each other to
understand the text. Students will become engaged citizens by learning how powerful language
can be as a mediator between people who have conflicts with others.

Cross-Curricular Competencies:
Students will develop thinking by exploring and forming opinions (even if they are not said
out loud) about the characters and themes encountered in the play. They will develop identity
and interdependence by reflecting on the characters and themes in the text, and they will
support those who demonstrate intellectual courage by sharing their thoughts and opinions to
the class. They will develop literacies by reading, (hopefully) speaking, and comprehending
Shakespearean English. Students will develop social responsibility through the end-of-lesson
reflection period when they can think about their own feelings and understandings of the play.

Outcome(s) & Indicators:

Outcome: CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that
address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g.,
Equal Opportunity), and efficacy (e.g., Surviving and Conquering). Indicator: a. View, listen
to, read, and respond to a variety of visual, oral, print and multimedia (including digital) texts
that address the grade-level themes and issues related to identity, social responsibility, and
efficacy including those that reflect diverse personal identities, worldviews, and backgrounds
(e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation,
language, career pathway).
Outcome: CC9.6b Use oral language to interact purposefully, confidently, and appropriately
in a variety of situations including participating in one-to-one, small group, and large group
discussions (e.g., prompting and supporting others, solving problems, resolving conflicts,
building consensus, articulating and explaining personal viewpoint, discussing preferences,
speaking to extend current understanding, and celebrating special events and
accomplishments). Indicators: a. Use talk to explore own and others ideas and to express
understanding. c. Participate in dramatic speaking experiences such as role plays and dramatic
readings. e. Demonstrate respect for the needs, rights, and feelings of others.

PGP Goals:
1.1 The ability to maintain respectful, mutually supportive and equitable professional
relationships with learners, colleagues, families and communities.
2.2 Proficiency in the language of instruction.
2.4 Ability to use technologies readily, strategically and appropriately.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
This lesson will continue creating the supportive environment for students to voice their
thoughts and opinions about what is explored in the play. Thus, any student comments will
give me a sense of how they are feeling about the plays events and what they may be
confused about. This lessons features a think-pair-share activity that will have students reflect
on the plays story, characters, and the language that they have (hopefully) begun reading out
loud. This activity will allow me to assess their understandings and to identify those who feel
that they are struggling with the content at this point.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.
Because we have only just started exploring the content of the play, it is too soon to assess
them summatively.

Stage 3- Learning Plan

Motivational/Anticipatory Set:
After students finish reading to themselves (10 minutes), I will show them an engaging,
animated, summary video of Act One. I will only play what they have already read, so I will
stop the video halfway through: https://www.youtube.com/watch?v=xSbUVLVJj4I. (2.5
minutes)
Main Procedures/Strategies:
I will then start reading Act 1.3 and the first half of Act 1.4 as students follow along.
Then, I will encourage students to volunteer to read for characters for the rest of Act 1.4 and
Act 1.5. We will discuss characters, plot details, and the beginnings of themes and conflict as I
take them through these scenes. Some questions that will be used to spur discussion include
Are women presented as equals to men in this scene? [HOOK for Act 1.3] AND How do
Romeo, Benvolio, and Mercutio present themselves in this scene? [GUIDE for Act 1.4] AND
What would you say about loyalty being present in the types of relationships that are
presented in this scene, such as the relationships between Tybalt-Capulet, Romeo-Juliet, and
Juliet-Nurse? [ESSENTIAL for Act 1.5] (30 minutes)
I will then play the rest of the video that summarizes what we just discussed. (2.5 minutes)
Students will engage in think-pair-share activities about what they think of the play so far in
terms of story, characters, and reading difficulty: What are your thoughts about the play in
terms of its story thus far, characters presented, and the language that you are reading?
[LEAD] When they share, it is their opportunity to justify their stances and voice any concerns
or confusion that they have to me. Each pair is required to present, so the length of this activity
will depend on the number of students in the class. (5-10 minutes)

Adaptations/Differentiation:
I will write in large legible writing on the board so all students can see effectively. For those
who become distracted during the lessons discussions and remain quiet, I will ask them to
voice their opinions or to help me summarize other students comments. Students who need
help thinking of ideas when they are reflecting about the play during the think-pair-share
activity will receive guidance from me and any other adults in the room.

Closing of Lesson:
The lesson will end with a personalized video presentation of multiple interpretations of the
first act, which will connect together to create a multimedia summary of Act One. The video
will result from Mozilla Popcorn Maker, which is the medium through which I will make it:
http://teachingshakespeareblog.folger.edu/2015/03/26/teaching-romeo-and-juliet-with-
technology-part-one/. The video will contain clips of the 1968 digital version (which they will
watch in full at the end of the unit), ballet performances (Example:
https://www.youtube.com/watch?v=-n6tW9PZbDw), theatre compositions (Example:
https://www.youtube.com/watch?v=r06_0yWfKRM), and other student productions (Example:
https://www.youtube.com/watch?v=bNMN2-otsDw). (5 minutes)
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)