E/I. EQuIP Review Feedback. Lesson/Unit Name: Louisiana Believes- Romeo and Juliet Content Area: English language arts Grade Level: 9.

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1 EQuIP Review Feedback Lesson/Unit Name: Louisiana Believes- Romeo and Juliet Content Area: English language arts Grade Level: 9 Dimension I Alignment to the Depth of the CCSS Overall Rating: E/I Exemplar if Improved The lesson/unit aligns with the letter and spirit of the CCSS: Targets a set of grade-level CCSS ELA/Literacy standards. Includes a clear and explicit purpose for instruction. Selects text(s) that measure within the gradelevel text complexity band and are of sufficient quality and scope for the stated purpose (e.g., presents vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A & B). Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills. (Grades 3-5) Build students content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts. Targets a set of grade-level CCSS ELA/Literacy standards The unit overview includes eight Reading Literature standards, six Reading Informational Text standards, nine Writing standards, five Speaking and Listening standards, and six Language standards. This creates lesson plans with 10 or more standards each. This is an ambitious expectation for a single lesson plan for delivering instruction, student learning, and demonstration of mastery. Includes a clear and explicit purpose for instruction The unit focus presents two main learning objectives for the unit: (1) understanding how motifs are created and emphasize internal and external conflicts and (2) understanding how the teenage brain contributed to the characters' reactions to conflict. Lesson plans and assignments are related to addressing each of these learning objectives. Selects text(s) that measure within the grade-level Romeo and Juliet has a Lexile of 1490L which places it beyond high school into the college level for text complexity. However, it is the most common Shakespearean text taught in ninth grade ELA classes. "The Story of Pyramus and Thisbe" is found in the Metamorphosis which has a Lexile of 1340L which is above the ninth grade band. "The Poison Tree" and "The Raven" have not been given a Lexile score because they are written in verse form. Lexile scores are not available for "On Revenge" or the articles about the teenage brain. However, the Francis Bacon essay and the informational texts are at or above a ninth grade reading level. Integrate reading, writing, speaking, and listening Students engage in reading, writing, listening, and speaking with the purpose of meeting the unit's two primary learning objectives. Additionally, they engage in these elements of literacy routinely throughout the unit as scaffolding and support to complete the culminating writing task, the cold read task, and the extension task. Students are expected to read, analyze sections of text, write formally and informally, and participate in different types of instructional conversations to build their capacity to perform summative tasks independently. The developer should consider reducing the total number of standards as some standards are touched on in an activity, but the standards are not explicitly taught. For example, in Lesson 2 students are asked to engage in a small group discussion about the connection between Romeo and Juliet's

2 age and their behavior. Seven standards are included with this task. There is no evidence that SL a-b or SL are taught. Nor are these standards the primary focus of instruction for this lesson. Also, there is a lack of evidence that all the standards included in each lesson plan are assessed. Additionally, the developer has included texts that are at, above, or well above a standard ninth grade reading level. All students need access to challenging texts. However, the developer should consider texts that would be accessible to struggling readers without excessive support so they would be able to engage with reading independently. Rating: 3 Meets most to all of the criteria in the dimension Dimension II Key Shifts the CCSS The lesson/unit addresses key shifts in the CCSS: Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction. Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought-provoking, and text-dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video, and media). Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, summaries, short responses, or formal essays). Academic Vocabulary: Focuses on building students academic vocabulary in context throughout instruction. Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade-level band. Provide textcentered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the CCR level. Building Disciplinary Knowledge: Provide opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts. Balance of Texts: Within a collection of gradelevel units a balance of informational and literary texts is included according to guidelines in the CCSS (p. 5). Balance of Writing: Include a balance of ondemand and process writing (e.g., multiple drafts and revisions over time) and short, Reading text closely Lessons 1-6 include a text focus and lesson overview that establishes the focus for each reading assignment. Each lesson plan asks students to read text to gather evidence to answer questions and/or add details to an ongoing analysis of the play. Text-based evidence For each lesson focused on either the prologue or individual acts of the play, the developer provides guidance such as "support students in reading the archaic language and understanding references and movements and placement of characters throughout the act. No guidance is provided for what type of questions to ask students as they read through the text. It is unclear which features and plot elements the developer expects students to focus on as they read. Writing from sources The unit plan provides numerous opportunities for students to write about elements of the play. Students are routinely expected to incorporate evidence from the text to support their writing. For example, students are asked to complete graphic organizers, complete summaries, record entries in a dialectical journal, provide written responses for reflection questions, and respond to a writing prompt with a multiple paragraph essay. Academic vocabulary The unit plan does not indicate specific vocabulary for instruction and focus. The developer does not provide suggestions for how to teach the content-specific and academic vocabulary associated with the play and the informational texts. The only real guidance related to vocabulary is the lesson plan directive to support students with the archaic language of the play. Increasing text complexity Each day's lesson focuses on either the prologue or an individual act of the play. The level of complexity of the play remains the same throughout the unit. The informational texts do not have a Lexile level provided, so it is unclear if they increase in complexity. They have the appearance of being at or above a ninth grade reading level. "The Raven," "Pryamus and

3 focused research projects, incorporating digital texts where appropriate. Thisbe," and "On Revenge" are at or near the complexity level of "Romeo and Juliet." Building disciplinary knowledge According to the unit focus one overarching goal is for "students [to] examine the extent to which characters reactions to conflict and opposition dictate the outcomes of a situation and learn about the science and psychology behind the way teenagers think about choice, conflict, and consequence." The unit developer provides an excellent amount of support for learning about how the adolescent brain works through a wide range of informational texts. Students are given the opportunity to read these texts and use the information to aid their understanding of the play. For example, after reading Act I students read "The Teen Brain: Still Under Construction." They use information from both texts to complete a graphic organizer: "Prompt students to identify Romeo s behavior described by Benvolio and Lord Montague and Juliet s behavior in Scene 5 in column one. In column two, locate evidence or examples from the pamphlet that illustrate similar claims about teenage thinking and behavior." This instructional sequence is repeated in the other daily lesson plans. Balance of texts The unit developer has provided an excellent text set to support the teaching of "Romeo and Juliet." The set includes a Greek myth, two poems, an essay, a film version of "Romeo and Juliet," two pieces of art, an audio recording of an informational text, and four informational texts. Balance of writing The unit developer has provided an excellent assortment of in-class formative writing tasks as well as more involved summative writing tasks. The summative tasks include a literary analysis of a text, an explanatory essay, and an argumentative essay. Rating: 2 Meets many of the criteria in the dimension Students would benefit from specific text-dependent questions to guide their analysis of each text. They are routinely expected to annotate texts in order to engage in written responses and class discussions. Textdependent questions would support this learning. The unit plan contains an extensive collection of texts and writing tasks. It would be helpful for teachers new to "Romeo and Juliet" to be advised to dedicate multiple days to each lesson plan as students struggle with Shakespeare's language. A close reading of the text can take a significant amount of time. Also, it would be challenging for students (especially ninth graders) to complete three essays within a single unit. It might be a good idea to ask students to draft all three and select one to take to publication for a grade. Dimension III Instructional Supports The lesson/unit is responsive to varied student learning needs: Cultivates student interest and engagement in reading, writing and speaking about texts. Cultivates student interest and engagement The unit plan has a variety of instructional strategies and texts that have the potential to engage different learning styles and interests within a class. The use of the informational texts about the teenage brain could

4 Addresses instructional expectations and is easy to understand and use. Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text. Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward independence. Integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band. Provides extensions and/or more advanced text for students who read well above the grade level text band. Include a progression of learning where concepts and skills advance and deepen over time (may be more applicable across the year or several units). Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units). Provide for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection. Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules and all aspects of foundational reading for grades 3-5. Indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence and motivation (may be more applicable across the year or several units). Use technology and media to deepen learning and draw attention to evidence and texts as appropriate. appeal to students' curiosity and help make the play more relevant for them. Each lesson plan provides multiple opportunities for reading analysis, writing, and engaging in discussions. Addresses instructional expectations The unit developer utilized a format that makes using the unit plan very easy. The use of hyperlinks for resources facilitates finding materials. Provides all students with multiple opportunities to engage All students are assigned the same texts to read, so everyone is able to engage with a variety of texts. Scaffolding is somewhat limited, so the teacher using the unit would need to consider instructional supports. Focuses on challenging sections of text(s) The first lesson focuses just on the prologue of the play. In the second lesson, students focus on the Queen Mab speech. In the third lesson, there is a focus on Friar Laurence's soliloquy. Lesson six has a focus on Juliet's soliloquy. With each of these lessons, students are provided with either targeted questions or an activity geared toward understanding the language. Integrates appropriate supports... for students who are ELL, have disabilities, or read well below One support suggested by the unit developer is for the teacher to "show clips from either the Zeffirelli or Luhrmann films in advance of reading or use an audio version of the play." There are also numerous opportunities to complete classroom activities with a partner. However, the unit developer does not provide targeted instructional supports for understanding the language or how to read independently for struggling readers. Provides extensions... for students who read well above The combination of summaries, discussion questions, Socratic seminar, and summative writing tasks is a significant academic challenge. It may be that the unit is designed for an honors class. The unit developer provides no explicit guidance for how to differentiate the instructional tasks to accommodate advanced learners. Include a progression of learning where concepts and skills advance Each lesson plan presents an instructional sequence that is challenging. Additionally, students complete similar activities with each lesson plan. It is unclear how the level of challenge increases as the unit progresses. Gradually remove supports Lesson two contains the teacher note "students will need support in the first few acts with identifying the patterns among these contrasts and their connections to the themes or central ideas of the play. The logs/journals where students explore the patterns should initially be completed with the whole class to provide modeling." As the unit progresses, student are provided opportunities to read texts either independently or with a partner rather than engaging in a whole class reading.

5 Provide for authentic learning The wide variety of classroom activities allows students to demonstrate their learning in multiple formats. The Socratic seminar provides the opportunity for students to synthesize their learning by considering four questions: (1) What is the nature of revenge as depicted in the various texts? Is it an inevitable human reaction or is it controllable? (2) Are Romeo and Juliet making decisions or simply responding to their situation? (3) Who or what is to blame for their current situation? and (4) What does their situation reveal about the human condition? It is necessary for students to draw from all the print and non-print texts encountered throughout the unit to effectively engage in this discussion. Indicate how students are accountable for independent reading Students do have the opportunity to read some of the ancillary texts independently. However, no opportunities are provided for students to self-select a text to support their understanding. Use technology and media to deepen learning The unit developer provides web-based art work, informational texts, and tools for recording their analysis of the text. The integration of text would definitely support student learning. Rating: 2 Meets many of the criteria in the dimension The unit plan would be strengthened with specific recommendations for tiered tasks to support struggling readers and advanced learners. Students would benefit from choice in what they read as well as in selecting one of the three summative writing tasks to demonstrate their understanding. Dimension IV Assessment The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade-level CCSS standards with appropriately complex text(s). Assesses student proficiency using methods that are unbiased and accessible to all students. Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance. Use varied modes of assessment, including a range of pre-, formative, summative and selfassessment measures. Elicits direct, observable evidence The classroom activities are well-aligned with the targeted standards. Two of the three summative writing tasks are also well-aligned. However, the cold read task does not provide an opportunity for students to demonstrate mastery of the standards. Asking students to explain how Shakespeare adapted "Pyramus and Thisbe" to write "Romeo and Juliet" does not match any of the unit's instructional goals as they are stated in the introduction to the unit. Assesses student proficiency Student are provided multiple opportunities to express their understanding through written products as well as through class discussions. The variety of formative and summative tasks should allow most students to demonstrate their learning. It is unclear how well struggling readers would be able to show their learning. Includes aligned rubrics or assessment guidelines The unit plan does not include rubrics or assessment guidelines.

6 Use varied modes of assessment The unit plan incorporates a variety of tasks that are formative or summative in nature. Students would benefit from rubrics for the summative writing tasks along with exemplars to guide their work. Classroom activities need assessment guidelines to indicate what is required of students to demonstrate mastery. Rating: 3 Meets most to all of the criteria in the dimension Summary Comments The unit provides an exemplary combination of print and non-print text, is supported by an effective integration of technology, and a clearly formatted structure for teachers to follow. The extensive text set provides students with connections to "Romeo and Juliet" that should aid them with understanding character motivation. The unit developer should consider limiting the number of standards that are included so the instructional sequence can be more tightly focused. Additionally, the developer should consider splitting the text set between those items all students read and those that are used for differentiation and student choice. Rating Scales Rating Scale for Dimensions I, II, III, IV: 3: Meets most to all of the criteria in the dimension 2: Meets many of the criteria in the dimension 1: Meets some of the criteria in the dimension 0: Does not meet the criteria in the dimension Overall Rating for the Lesson/Unit: E: Exemplar Aligned and meets most to all of the criteria in dimensions II, III, IV (total 11 12) E/I: Exemplar if Improved Aligned and needs some improvement in one or more dimensions (total 8 10) R: Revision Needed Aligned partially and needs significant revision in one or more dimensions (total 3 7) N: Not Ready to Review Not aligned and does not meet criteria (total 0 2) Rating Descriptors Descriptors for Dimensions I, II, III, IV: 3: Exemplifies CCSS Quality - meets the standard described by criteria in the dimension, as explained in criterion-based observations. 2: Approaching CCSS Quality - meets many criteria but will benefit from revision in others, as suggested in criterion-based observations. 1: Developing toward CCSS Quality - needs significant revision, as suggested in criterion-based observations. 0: Not representing CCSS Quality - does not address the criteria in the dimension. Descriptor for Overall Ratings: E: Exemplifies CCSS Quality Aligned and exemplifies the quality standard and exemplifies most of the criteria across Dimensions II, III, IV of the rubric. E/I: Approaching CCSS Quality Aligned and exemplifies the quality standard in some dimensions but will benefit from some revision in others. R: Developing toward CCSS Quality Aligned partially and approaches the quality standard in some dimensions and needs significant revision in others. N: Not representing CCSS Quality Not aligned and does not address criteria.