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Romeo and Juliet

Romeo and Juliet. Unit Portfolio Presentation Penny Archer. Unit Summary.

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Romeo and Juliet

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  1. Romeo and Juliet Unit Portfolio Presentation Penny Archer

  2. 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.

  3. Curriculum-Framing Questions 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?

  4. 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

  5. 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 they’ve learned • Share their learning with a real audience

  6. 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

  7. 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

  8. 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

  9. 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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