Romeo and Juliet

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Romeo and Juliet

• Unit Portfolio Presentation
• Penny Archer

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Unit Summary

• Students read Romeo and Juliet and relate it to
  contemporary life. They research a problem from
  the play that is still an issue today and
  collaborate to find a solution. They create a
  publication or presentation about their solution
  and share it with an audience.

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CFQs

• Essential Question
• Is there such a thing as fate?
• Unit Question
• Why is Romeo and Juliet a classic?
• Content Questions
• What is the Globe Theater?
• Who are the characters in Romeo and Juliet?

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Vision for Unit

• By creating this unit, I want to
• Try out new methods to make classic literature
  relevant to my students lives
• Think of ways to involve my students more in the
  community
• During this unit, I want my students to
• Learn ways to connect classic literature to their
  daily lives
• Use technology to communicate with different
  audiences

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Project Approaches

• As my students work on this project, they
• Connect the play to the real world
• Collaborate with peers and community members
• Create a product that shows what theyve learned
• Share their learning with a real audience

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21st Century Learning

• Students will develop higher-order and 21st
  century skills in this unit as they

• Use the Essential and Unit Questions to guide
  their analysis of the play to find themes that
  cross places and times
• Communicate their ideas to a community audience
• Reflect on their reading, writing, research, and
  thinking strategies, and modify and adapt them as
  necessary
• Use project assessments to self-assess their work
  and give feedback to their peers

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Gauging Student Needs Assessments

• Use CFQs to learn
• Students ideas about what a classic is
• Background knowledge of characters and plot of
  play
• Assess 21st Century skills
• Ability to see common elements in classic and
  contemporary literature

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Gauging Student Needs Assessments
I can use the information from these assessments
to

• Focus on parts of the play that students have
  prior misconceptions about
• Plan activities in which they will answer their
  questions

Students can use the information from these
assessments to

• Compare their questions to those in previous
  units
• Set goals for how they will adjust their reading
  style for this kind of literature

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Requests for Feedback

• Need ways to help students understand the play
  without paraphrasing and summarizing it for them
• Need help assessing students higher-order
  thinking skills

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