And now I will talk about myself in the third-person, which I enjoy thoroughly.

David Coffer My fifth grade teacher, Mrs. Spiekerman, predicted that I would become a scientist one day. She told me that I was excellent in Science, and that it was really something I should pursue. As it turns out, I never became a scientist and I found my calling in Communication Arts. However, I ll never forget the way it felt being recognized and encouraged to do something. Someone who I looked up to and saw as an intelligent, professional woman commended me. I ll never forget that great feeling. Teachers can help shape our lives in ways that family and friends can t. They provide the tools necessary to succeed academically, but they can also be instrumental in building self-esteem and character. I hope to be able to do this for my future students, and to be a teacher that they look back on. And now I will talk about myself in the third-person, which I enjoy thoroughly. David Coffer earned his B.S. in Media Studies from the University of Missouri St. Louis in December 2008. After a wonderful experience teaching video production to inner-city youths for KDHX, David decided to go back and earn his teaching certification. Having spent a year and a half substitute teaching, he knew this was the right career path for him. Hobbies and interests include reading, writing, acting, singing, keeping in shape and making the most out of every experience that comes my way. I mean his way. So don t be afraid to get old; it s a great time in life. You get to take advantage of people, and you re not responsible for anything. George Carlin " Our greatest glory is not in never falling, but in getting up every time we do. " Confucius

Unit 1: Fiction The Tragedy of Romeo and Juliet Mr. David Coffer Freshman English Table of Contents 1) Unit Overview 2) Teacher Unit Calendar 3) Student Unit Calendar 4) Lesson Plan 1 Intro to Shakespearean Language 5) Lesson Plan 2 Tabloid Assignment 6) Lesson Plan 3 Character Analysis Shakespedia Page 7) Lesson Plan 4 Shakescene performances 8) Summative Handout Star-Crossed Memoir 9) Summative Rubric

Fiction Unit Overview Spring 2011 The Tragedy of Romeo and Juliet David Coffer 1st Draft October 2 nd, 2010 Rationale William Shakespeare s influence as a writer and storyteller permeates almost everything that a high school student will ever read in the course of his or her academic career. Therefore, students need an exposure to, and an understanding of Shakespeare s style and method. Not only has Shakespeare s work influenced literature, it also has a longstanding correlation with English-speaking culture. Many of our expressions and idioms come from the tragedies and comedies. Furthermore, Shakespeare s plays are excellent springboards to discuss literary devices (theme, irony, allusions, character analysis), as well as topics such as poetry and mythology. Romeo and Juliet provides a unique opportunity to weave in an interdisciplinary approach as well; when teaching Shakespeare, an instructor must be a part time history teacher in order to explain the context and time periods these plays take place in. Students gain a broader understanding of the time period in which R&J was written, and exposure to one of the greatest writers of all time. Objectives Students will study the language and structure of Shakespeare s writing. These skills will be used later when looking at sonnets and poetry. Students will examine how the context and time period of the play affects the plot and characters. Students will be able to construct a character analysis of one of the characters from the play. Students will connect the events of the play to the broader theme of the story.

Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal. At the conclusion of the unit, students will compose a personal memoir (or alternatively, a sonnet) about an adult who has influenced their lives in a positive way. Materials Elements of Literature textbook No Fear Shakespeare textual companion (optional for students) Videos: Shakespeare in Love (1998), Romeo and Juliet (1968), Romeo + Juliet (1996). Microsoft PowerPoint (for presentations) Norton Anthology of Shakespeare s Tragedies (informational/historical background information) Length of Curriculum Approximately 4-5 weeks Means of Assessment Formative assessments: Informal weekly reading quizzes Summative assessments: Unit test and Personal Memoir project. Students will write a personal memoir about an adult that has influenced their life for the better. The purpose of this assignment is to connect reading to writing.

The Tragedy of Romeo and Juliet Teacher Calendar Jan. 14th: Intro to Shakespeare s time Jan. 15th: Intro to Shakespeare s language. Show Yoda film clip. Lesson Plan 1: Shakespearean insults Jan. 19th: Watch Shakespeare in Love. Discuss the theater Jan. 20th: Read Act I as a class Jan. 21st: Continue Act I Jan. 22nd: Introduce Tabloid Assignment Lesson Plan 2: Tabloids Jan. 25th: Read Act II as a class Jan. 26th: Continue Act II Jan. 27th: Watch Romeo + Juliet (1996) Quiz on Acts I-II Jan. 28th: Tabloids and Articles due Jan. 29th: Read Act III as a class Feb. 1st: Finish Act III. Discuss Character Analysis Lesson Plan 3: Shakespedia Pages Feb. 2nd: Feb. 3rd: Feb. 4th: Read Acts IV and V as a class Watch Romeo and Juliet (1968) Quiz on Acts IV-V Shakespedia Pages due Feb. 5th: Film comparison; Discuss Summative Assessment Summative Assessment: Star-Crossed Memoir Feb. 8th: Film comparison Feb. 9th: Discuss performances Lesson Plan 4: Shakescenes

Feb. 10th: Grammar discussion Feb. 11th: Grammar discussion. Feb. 16th: Outlining. Feb. 17th: Outlining Feb. 18th: Outline Due. Rough Draft. Feb. 19th: Rough Draft Feb. 22nd: Rough Draft Due. Peer Editing Feb. 23rd: Paper Due! Feb. 24th: Shakescene Performances

The Tragedy of Romeo and Juliet Student Calendar January 14 th -15 th : Intro to Shakespeare Culture and Insults 19 th : Watch Shakespeare in Love. Discuss the theater Jan. 20th: Read Act I as a class Jan. 21st: Continue Act I Jan. 22nd: Introduce Tabloid Assignment Lesson Plan 2: Tabloids Jan. 25th: Read Act II as a class Jan. 26th: Continue Act II Jan. 27th: Watch Romeo + Juliet (1996) Jan. 28th: Tabloids and Articles due Jan. 29th: Read Act III as a class February Feb. 1st: Finish Act III. Discuss Character Analysis Feb. 2nd: Read Acts IV and V as a class Feb. 3rd: Watch Romeo and Juliet (1968) Feb. 4th: Shakespedia Pages due Feb. 5th: Film comparison; Discuss Memoir Project Feb. 8th: Film comparison Feb. 9th: Discuss Shakescene Performances Feb. 10th: Grammar discussion Feb. 11th: Grammar discussion. Feb. 16th: Outlining. Feb. 17th: Outlining Feb. 18th: Outline Due. Rough Draft. Feb. 19th: Rough Draft Feb. 22nd: Rough Draft Due. Peer Editing Feb. 23rd: Paper Due! Feb. 24th: Shakescene Performances

The Tragedy of Romeo and Juliet Introductory Lesson: The Language of Shakespeare Lesson Plan 1 Teacher: Mr. Coffer Subject: English Grade Level: 9th Topic: William Shakespeare s Romeo and Juliet Advance Organizer: Insult handout; Who s Who? chart Teacher Objectives: Introduce students to the language of Shakespeare Provide students with background information on Shakespeare and his work Provide exposition for the play Student Objectives: Students will be able to: Use the insult handout to use Shakespeare s language in class Demonstrate an understanding of the historical context of the play in an upcoming test Demonstrate a basic understanding of the structure of a Shakespearian play Materials Needed: Shakespeare s insults handout Who s who? Chart Star Wars Clip http://www.youtube.com/watch?v=fe8pieljtty PowerPoint (optional) Phase 1: Introduction Begin by talking about why it is we still study Shakespeare. Draw a word association web on the board and have the students call out words, phrases, or people that come to mind when they hear the name Shakespeare. Ask the students how they feel about Shakespeare. Will Romeo and Juliet be their first exposure to his work? Do they think Shakespeare will be difficult to understand? Is he boring? Are his plays antiquated? Phase 2: Present handout(s) Go over the rules for the Shakepeare s insults game. After every student has a handout, throw a kooshball to the first student to begin. Students will follow the directions on the handout. Play the game until everyone has had at least one turn. Discuss how Old English syntax is different from modern Standard English. Introduce this by showing the clip of Yoda from Star Wars. Explain how Shakespeare s writing is spoken very similarly. Phase 3: Present learning materials: Who s who? Chart

English I Mr. Coffer Shakespeare Insults Combine one word from each of the three columns below, prefaced with "Thou art a. Gently throw the ball to the person you are insulting. Then that person must insult someone who has not been insulted yet. Column 1 Column 2 Column 3 artless base-court apple-john bawdy bat-fowling baggage beslubbering beef-witted barnacle bootless beetle-headed bladder churlish boil-brained boar-pig cockered clapper-clawed bugbear clouted clay-brained bum-bailey craven common-kissing canker-blossom currish crook-pated clack-dish dankish dismal-dreaming clotpole dissembling dizzy-eyed coxcomb droning doghearted codpiece errant dread-bolted death-token fawning earth-vexing dewberry fobbing elf-skinned flap-dragon froward fat-kidneyed flax-wench frothy fen-sucked flirt-gill gleeking flap-mouthed foot-licker goatish fly-bitten fustilarian gorbellied folly-fallen giglet impertinent fool-born gudgeon infectious full-gorged haggard jarring guts-griping harpy loggerheaded half-faced hedge-pig lumpish hasty-witted horn-beast mammering hedge-born hugger-mugger mangled hell-hated joithead mewling idle-headed lewdster paunchy ill-breeding lout pribbling ill-nurtured maggot-pie puking knotty-pated malt-worm puny milk-livered mammet qualling motley-minded measle rank onion-eyed minnow

reeky plume-plucked miscreant roguish pottle-deep moldwarp ruttish pox-marked mumble-news saucy reeling-ripe nut-hook spleeny rough-hewn pigeon-egg spongy rude-growing pignut surly rump-fed puttock tottering shard-borne pumpion unmuzzled sheep-biting ratsbane vain spur-galled scut venomed swag-bellied skainsmate villainous tardy-gaited strumpet warped tickle-brained varlot wayward toad-spotted vassal weedy unchin-snouted whey-face yeasty weather-bitten wagtail cullionly whoreson knave fusty malmsey-nosed blind-worm caluminous rampallian popinjay wimpled lily-livered scullian burly-boned scurvy-valiant jolt-head misbegotten brazen-faced malcontent odiferous unwash'd devil-monk poisonous bunch-back'd toad fishified leaden-footed rascal Wart-necked muddy-mettled Basket-Cockle

Who s who? Romeo and Juliet House of Montague House of Capulet Other Characters Romeo Montague Lady Montague Mercutio Benvolio Abram Balthasar M Juliet Capulet Lady Capulet Nurse Tybalt Peter Sampson Gregory C Friar Lawrence The Chorus Prince Escalus Paris The Apothecary Romeo is a Montague. He falls in love with Juliet and proceeds to marry her. He is a tragic character. He is characterized as hasty and emotional. He is young. Juliet is a Capulet. She falls in love with Romeo. She believes marriage should be for love. She is also characterized as hasty. She is young. Capulet He is Juliet s father. He is strict, harsh, not understanding. He wants her to marry Paris. Lady Montague She is Romeo s mother. She is very busy and strict. Montague He is Romeo father. He is stubborn and not willing to forgive. Paris He is kinsman of Prince. He cares about Juliet and wishes to marry her. Prince Escalus He is Prince of Verona. He wants to call a truce and end the family feud. Friar Lawrence He is the Priest in Verona. He weds Romeo and Juliet hoping it will unite both families. Instead it causes fighting. He later gives Juliet sleeping potion. He helps Romeo out. The Nurse She cared for Juliet during childhood. She wants Juliet to be happy. She is very talkative. The Chorus Narrates the story and provides exposition Mercutio He is a good friend of Romeo. Balthasar He is a servant and a friend of Romeo. Benvolio He is a friend of Romeo. Tybalt He is a nephew of Lady Capulet. He has a bad temper.

Shakespeare and Yoda Arrange the Syntax in different ways, I will! - Yoda

The Tragedy of Romeo and Juliet The Culture of Verona: Trashy Tabloid Assignment Lesson Plan 2 Teacher: Mr. Coffer Subject: English Grade Level: 9th Topic: Culture in Verona Advance Organizer: Tabloid instruction sheet Teacher Objectives: Help students understand the context of the play through a discussion about the culture of 13 th century Italy Use the assignment to reinforce the characters and events of the play while allowing the students to have freedom of creativity Student Objectives: Students will be able to: Create a sensationalized tabloid front page that shows an understanding of the characters and events we ve read about thus far in the play Write two in-depth pieces to accompany their tabloid front page, recounting two events or alternatively, Materials Needed: Tabloid instruction sheet Tabloid example sheet Poster board Markers Crayons Scissors Construction paper Phase 1: Introduction Give students the handout on tabloids. Read the directions and discuss the assignment. Make sure the students know that this assignment was designed to allow them to have fun, while still requiring them to synthesize all they know about the play up until this point in the reading. Phase 2: Provide an example Discuss the example tabloid and describe clear expectations and the grading process. Phase 3: Present learning materials: Poster board, markers and other supplies. Allow students at least three class periods to work on and finish their tabloids. The actual stories will be due the following week.

MR. COFFER S CHILD LABOR SCANDAL EXPOSED: FORCING KIDS TO CREATE A TRASHY TABLOID ABOUT ROMEO AND JULIET! DETAILS INSIDE Who doesn t love reading trashy tabloids? Come on.we ve all been in line at the grocery store and seen the outrageous headlines! Some of them are captivating. Others are just plain ridiculous. Whether you read them or not, tabloids undeniably reflect the culture we live in. It is human nature to be curious about the trials and tribulations of our fellow man (also known as Paris Hilton). I want you to create a trashy tabloid cover about the citizens of Verona. Have fun with this assignment and don t be afraid to use school appropriate humor. Feel free to get outrageous, but not just for the sake of outrageousness. I want to see eye-catching headlines that demonstrate a clear understanding about the plot of the play (that we have read thus far). There is plenty of scandal to go around in Romeo and Juliet, so the possibilities are endless. And the other shoe drops. You thought that was it? Boy you sure don t me very well. Even though tabloids aren t known for their journalistic integrity, I want you to write two short articles to go along with your tabloid. Unlike the headlines, these articles should not be sensationalized. They can be editorial pieces, a feature article about a character, or a news report about certain events. If you have another idea, see me for approval. You will draw your tabloid on small poster board, or if you are good with Photoshop and computer graphics, you are welcome to submit a digital copy of your tabloid cover. Just have fun with it! See the guideline sheet for further explanation of what I expect.

Tabloid Assignment Guidelines/Rubric /10 Synthesis of Plot/Character Headlines demonstrate an understanding of plot and or character motivations, as well as the culture of the time period. For example: why would it be scandalous for Juliet to run away from home? What is it about this time period that would make it so unthinkable for a noblewoman to do that? /10 Creative Effort It is apparent that an effort was made to make the poster or graphic attractive, bright, and similar to the format of modern-day tabloid newspapers. Headlines are engaging or humorous, and appropriate for school. /30 Two Articles The articles are an editorial about the play, a feature article about a character, or a news report about an event. The article is at least 2-3 paragraphs long, well-written and free of grammatical errors. This means proofread! Example Tabloid:

The Tragedy of Romeo and Juliet Character Analysis: Shakespedia Pages Lesson Plan 3 Teacher: Mr. Coffer Subject: English Grade Level: 9th Topic: William Shakespeare s Romeo and Juliet Advance Organizer: Character Analysis sheet Teacher Objectives: Introduce the students to the concept of character analysis Demonstrate how to organize the information in the fashion of a Wikipedia page Student Objectives: Students will be able to: Devise a character analysis by examining a character of their choice. Students will write an analysis based on the following elements: character ethics, motivations, effects on other characters, flat vs round, and archetype. Create a Shakespedia Wikipedia style page about the character of their choice, including all the elements of the character analysis, as well as a modern casting decision as to who would play this character today in a film or stage production. Materials Needed: Character Analysis handout Shakespedia Template page (MS Word) Phase 1: Elements of Character Begin with a brainstorming session and or a discussion web on the board about all the elements that make up a character. Record student thoughts and integrate the elements from the list if they are not mentioned. Explain to the students that analyzing characters is an important skill to master when interpreting literature. Phase 2: Present handout(s) Go over the basic elements of character on the handout. Stress the importance of determining whether or not a character is flat (static) or round (dynamic). Emphasize archetypes and how these are frequently used in Shakespeare s plays. Next, introduce the assignment. Explain to the students that they will devise their own character analysis of one character of their choice from the play. Using the components in their analysis, they will put it all together in the format of a Wikipedia page (or Shakespedia). Explain that students will need to choose a current, modern day actor to represent their character on this page. Show them the example.

Phase 3: In-class work and Presentations This assignment should take approximately 3-4 class periods. After each daily reading in class, allot students time to work on gathering their information. The final part of the assignment (synthesizing it into a Shakespedia page) should not take that long. Allow students the weekend to finish this. Email the word template to the students so that they may use it. If students do not have internet access at home, allow them to complete the project in the computer lab. Example Shakespedia page

Analyzing Character How does an author design a character? Does he or she have a purpose in mind for each one? How do we break down characters to really understand them and their roles in the stories we read? Shakespeare is certainly big on character! Use this sheet to guide you in your own character analysis and Shakespedia page. Character Ethics: Does this character always do what s right? Does he or she follow the moral code of society, or make exceptions when he or she sees fit? Character Motivations: What drives this character? Is he or she driven by intrinsic or extrinsic factors? What events from this person s past motivate what they are doing today? Is this person driven by vanity? Lust? Hate? Compassion? Fear? Effects On Others: How does this character s actions or words affect other characters? Do they create a rippling effect in the story? Do they cause change in others? Flat vs Round (Static or Dynamic) Is this character flat or round? Does he or she grow or change, or stay relatively the same? What evidence in the text supports this? Archetypes Shakespeare is famous for his many archetypes. Tragic heroes, damsels in distress, the outcast, the shrew, the villain, the overbearing parental figure. Which one, if any, does your character fit into? Is he or she more than one?

Character Name Introductory paragraph goes here. It should be at least 8-10 sentences, providing some basic information. Start with the characters name and date of birth. For most of these characters you will just make one up. This is meant to be a short preview, so don t go too in depth! Contents 1. Background 2. Ethics 3. Motivations 4. Effects on others 5. Flat / Round 6. Archetype Kristen Stewart as Juliet Capulet Born: July 1289 Died: July 1303 (aged 13) Family Members: Lord Capulet Lady Capulet Tybalt Background Background information goes here.

Ethics Character ethics goes here. Motivations Motivations go here. Effects On Others Effects on others goes here. Flat or Round status Flat or Round status goes here. Archetype Archetype information goes here.

The Tragedy of Romeo and Juliet Putting it All Together Lesson Plan 4 Teacher: Mr. Coffer Subject: English Grade Level: 9th Topic: William Shakespeare s Romeo and Juliet Advance Organizer: Shakescenes handout Teacher Objectives: Guide students in performing one short scene from the play using everything they have learned about Shakespearean culture, language, and characters. Student Objectives: Students will be able to: Perform a short scene from the play using different themes. Materials Needed: Shakescenes handout Classroom text Costumes for students (optional/if available) Phase 1: Shakespeare s work was meant to be performed Explain to the students that like all Shakespearean plays, Romeo and Juliet was written to be performed. The last assignment in this unit will be to perform a scene from the play in a small group. The only requirements for this assignment are that a clear effort is being made, and that the acting choices show an understanding of the plot, theme and characters, and that the students have fun with it. Encourage them to be original and perhaps experiment with costumes and themes. Phase 2: Rehearsal period Allow the students the rest of the class period to either form groups or get into the groups chosen by myself. They will pick out their scene and divide up the roles. Groups should be about 3-4 people at most. Allow an additional class period or two (if there is time) to rehearse their scenes. Phase 3: Performances Use the last day of the unit to watch performances.

It s time for your curtain call! I am very proud of you all for staying with me on this unit (not that you had any other choice..but I digress). As a way to wrap up our study of R&J, I want you to act out a scene of your choice as a group. I realize not all of you aspire to be actors, and I m not expecting anything Oscar-worthy. My only requirements for this assignment is that you: 1) Pick a scene that contains at least 20 lines. Divide up the parts according to the number of people in your group (i.e. don t give all the lines to one person) 2) Show an honest effort to convey the intention, if not emotion behind the words. 3) Convey with your acting choices that you clearly understand the plot, theme, or character you are portraying. 4) Have fun with this. Bonus points for creative efforts such as experimenting with new themes, costumes, props, etc. Also: Think about the film versions we have watched. What did you like about these films? Will you emulate the choices within them or go a different direction?

A S t a r - C r o s s e d M e m o i r What would the story of Romeo and Juliet be like without all the adults who helped guide these star-crossed teens? Okay, so maybe they d be alive and well, and the story would have been totally different but as we have discovered while reading the play, the adults really helped guide Romeo and Juliet s ultimate destiny. Unfortunately for them, it ended in tragedy. But what would Juliet have been like without the Nurse? Or Romeo without Friar Lawrence? Who are the adults in your life who have influenced you and made you who you are? Select an adult, other than your parents, who has made a big difference in your life. This could be another relative (aunt, uncle, grandparent etc.), or a teacher (my personal favorite! ), a coach, a member of the clergy (a priest, pastor or rabbi etc.), a neighbor or family friend, a doctor or medical professional, a daycare provider. Think about the people who you admire, who have shaped who you are and your ultimate destiny. How did they help you? Select 3 ways this person has helped you. Here are some examples: 1. Helped you in school 2. Helped you stay healthy 3. Helped you make it through tough times 4. Helped you with friends 5. Helped you make good choices 6. Helped increase your spirituality

Develop a Thesis Write a thesis that has your elements supporting your main idea: 1. My Uncle Bob has helped me become a better person. 2. I made it through some difficult times because of the support of my pastor 3. Without the knowledge that the Goddess of English has imparted to me, I would be a complete moron. Create a Preview Examples: 1. Uncle Bob has helped me make positive choices, stay healthy and have good self esteem 2. My pastor helped me increase my spirituality, make positive choices and have stronger self esteem. Support Your Main Idea! Select three specific examples for each of your main ideas: 1. Difficult times a. Went to my grandfather s funeral with me b. Came to visit me when I was sick c. Helped me deal with bullying at school 2. Positive choices: a. Talked to me about drugs b. Helped me pick my classes c. Helped pick positive friends 3. Built my self esteem a. Always has positive things to say about me and to me b. Helped develop positive thinking c. Encouraged me to follow my dreams

Star-Crossed Memoir Rubric Components Poor 0-10 Fair 10-20 Excellent 25 Thesis, preview, and supporting details are evident and clearly expressed. Weak or unexpressed thesis, few or no details used to support thesis A thesis and/or preview is present but could use more supporting examples. Thesis, preview and supporting details are well thought out and function to support a main idea or theme in the paper. Grammar, Semantics, Diction and Syntax all make sense. The memoir reads smoothly. Paper is well structured. It is apparent that no effort was made to proofread. Many distracting grammatical errors. Paper has no clear beginning, middle or end. Grammatical errors are present but infrequent. Paper has a visible structure but is not entirely clear. The paper is free of grammatical errors. It is clear that the student took advantage of peer editing sessions. Reading and writing connection has been made. Student shows no connection to the text with his or her thesis. Student s writing shows an attempt at making a connection between what was read and what has been written. Student understands the intent behind reading the play and writing this memoir: to express how adults influence kids lives. Total: /75