LESSON PLAN
Teacher’s Name: XXXX
Grade Level: 9th Grade
Date: 10 / 10 / 2010
Lesson Topic/Title: Online Star-Crossed Lovers: Modernizing Moments from Shakespeare’s Romeo & Juliet
Expected Duration of Lesson: 3 Days (1 class period per day, 60 minutes per class period. 180 minutes total).
Day One (60 minutes)  Introduction of the assignment; outline and explanation of assignment requirements, timeline, and
eventual assessment; assign groups; student selection of moment from the text; rest of the time used for work in groups.
Day Two (60 minutes)  Student workday.
Day Three (60 minutes)  Students share their work with the class.
Primary instructional strategy to be used: Cooperative Learning
Rationale: Shakespearean language is tough – plain and simple. Many times, William Shakespeare plays with the syntax and
structure of his works, and occasionally he just completely invents new words. This is perhaps students’ biggest problem with William
Shakespeare – his language. Students have a hard time understanding, and ultimately caring about, his works because they simply
don’t know what the guy is trying to say. In order for students to derive meaning from Shakespeare, they must first understand his
language, which is where this lesson plan comes into play. Cooperative Learning seemed the most appropriate teaching method to use
when trying to figure out Shakespeare, because due to the very unique and baffling nature of this language, students are rarely going to
come up with the same interpretations of Shakespearean words and phrases. This is actually good, because allowing students to voice
these differences in opinion and understanding of Shakespearean language together simultaneously gives students the opportunity to
do many things: see unfamiliar language from a different angle, develop multiple possibilities for words rather than just one or two,
and work together to conclude which of those possibilities is the best one. This lesson would be part of a larger unit that focuses solely
on Romeo & Juliet, and would actually come AFTER the students had finished reading the book. During that time, the class would
have taken various mini-quizzes and participated in several lectures and discussions to determine major themes, plot points, etc. While
the instructor would have already helped students with baffling language, giving them a background for interpreting Shakespeare and
– with the completion of the novel – a context to set that language in, this particular lesson would require students to put that
knowledge of Shakespearean language to use within their small groups.
Lesson Objectives/Key Understandings/Instructional Goals:
By the end of the lesson/s, students will be able to:
 Interpret Shakespearean language during class discussions with 90% accuracy.
 Explore all elements of characters covered in the textbook.
 Create their own original work using their five personal views and reactions from textbook information.
Academic Language Objective: Because this lesson falls after the students have already completed the play, and have been part of
several discussions and lectures about its content, students should be familiar with the terminology of plays already. For example,
students should know the meaning of the words: “monologue,” “act,” “scene,” “iambic pentameter,” “epilogue,” etc. The instructor
will bring up these terms often, particularly those of “iambic pentameter” and “blank verse.” Shakespeare wrote his plays in “blank
verse,” which is “iambic pentameter” that does not rhyme, meaning that his lines all had to have a select number of syllables, but did
not have to rhyme. This is the reason for his bizarre language – he had to change words and reorganize sentences to fit with this
technique. Students should know this from previous lessons, but will need to use this terminology throughout this current lesson. They
should be using it within their small groups, but will definitely be required to use technical terminology while presenting their
completed assignments to the class and instructor.
Standards/Benchmarks Addressed:
Common Core Standards for Language Arts 6-12
 Reading Standards for Literature 9-10
4.) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone.
5.) Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger
portions of a text, (e.g. a section or a chapter).
6.) Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of
view or purpose.
 Writing Standards 9-10
3.) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
a.) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b.) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
d.) Use precise words and phrases telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
4.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Guiding Questions:
 What do we already know about Shakespearean language? Specifically, why is it often difficult to understand? (check for
understanding)
 In what ways would this play be different if Shakespeare was alive, and wrote it today? (engage)
o Differences in:
 Language?
 Format?
 Content?
 Characters?
Materials and Equipment Needed:
 White board / chalk board
 Markers / chalk
 Copies of Romeo & Juliet for each student
 Access to computers (library, computer lab, etc.) for students who wish to use the Internet.
Classroom Management and Organizational Considerations:
 Make sure that there are enough copies of Romeo & Juliet for each student
 Make sure that those copies have helpful footnotes for interpreting and understanding unfamiliar / strange words
 Make sure that the requirements of the assignment are clearly and thoroughly explained prior to setting the students loose to
work in their groups. That way, they can get right to work, since their time in class is somewhat limited.
 Since the students are working in teams, and have been encouraged to voice their opinions and contribute to the group, this
activity can get loud. Monitor the noise level to avoid rowdy groups disrupting each other and neighboring classes.
 Pay attention to what is being discussed within each group. That way, the teacher can intervene if a group gets off-topic, and
refocus them.
 Be familiar with the Shakespearean language in Romeo & Juliet, including the unfamiliar vocabulary, historical context, and
various interpretations that come with it, and able to explain all of these things clearly to students.
 Keep an eye out for students who do not seem to be engaged in their group conversations. While making rounds to check in
with each group, pay special attention to these students to discern if they are confused, or just simply don’t want to
participate.
 Be prepared to explain various technologies to students who may not be familiar with them (i.e. if a student does not have a
Twitter or Facebook account, know enough about the site(s) to help students understand the basics of them should they
choose to use that form of media for their assignment).
 Assign passages that are relatively short – they should include the most important parts of the dialogue from that scene, but
they should be short enough that the students can translate it well in the time allotted.
Instructional task/Step by Step Procedures: Include the following elements –
Lesson Opening: (20 minutes)
DAY ONE
 Begin lesson by mentioning the Shakespearean language that the students were exposed to over the previous days
o Introduction to lesson.
 “Many people would call Shakespeare’s Romeo & Juliet outdated because the world of our
characters is so unlike the world that we currently live in. Now that you have completed reading
this play yourselves, you should know exactly what I’m talking about. The time period, the
behavior, even the names are all incredibly old-fashioned and distant. Often times, this enormous
gap between the story’s world and our world creates a gap in our understanding as well.”
 “All of the things that we have discussed – the themes of the play, the underlying messages, the
language – none of it means anything if we cannot connect it to ourselves in some way, and draw
personal meaning or understanding from what Shakespeare was trying to convey.”
o
Introduction to lesson.
 “So, today, we are going to make Romeo & Juliet a little more relatable.”
o Discussion of technology.
 Ask students to raise their hand if:
 They use technology.
 They use technology on a daily basis.
 They use technology to communicate with their friends, family, and crushes.
 Ask students:
 How often they use technology a day?
 What types of technology they use?
o At this point, write down student answers on the board. Make a list of all the
types of technology that they mention.
 i.e. Facebook, Twitter, cell phones, texting, instant messaging,
MySpace, Skype, etc.
o Begin to outline the assignment.
 “Now, it’s pretty obvious that Romeo and Juliet did not have access to this type of technology. But
today we are going to beg the question, What if they did? If Romeo had Juliet’s cell number, what
modern sweet nothings would he text her? If Mercutio “friended” Romeo, what kinds of
comments would they leave on each other’s pages? What would their conversations look like?
Today, you are going to find out.”
o More clear lay-out for that day’s assignment.
 “Today you will be working in groups of three or four. I will assign you each a passage from the
play, one passage per group, relatively short, but significant. You will then translate each passage
into modern English, maintaining the same tone and overall ‘feel’ of the actual lines.”
 Specify that students are to put the dialogue of the play into the format of some type of current,
modern technology
 Students should use JUST ONE form of media
 Students can choose a technology not listed on the board, but if they do, they must add it
to the list on the board so that other groups may potentially use it as well
o Give an example to clarify expectations.
 “One fairer than my love? The all seeing sun
Ne’er saw her match since first the world begun.” Romeo & Juliet, Act I, Scene II
 Modern translation:
“Someone prettier than my girl? No 1
has ever been prettier in the history of ever.”
o Engage students’ prior knowledge, forcing them to recall previously discussed topics (in this case,
Shakespeare’s strange, changing, and difficult use of language).
 “Now, in order for this to work, you’ll have to think about the actual language that was used.
Think back to when we began this play. Remember how strange and weird this language was?
How different it was from the English language that we currently use to communicate? We had
some trouble discerning what Shakespeare meant when he used certain words and phrases,
because he plays with his language so much.”
o Tie in prior knowledge to today’s lesson, connecting preexisting information that students have acquired
with the assignment they will be expected to complete.
 “However, now that you have had some experience interpreting this language, you should be able
to perform this task. You will be forced to look at the language that Shakespeare uses, explore all
the possible meanings that various words can have, and from those possibilities, decide what
Shakespeare is really trying to say.”
o Resources
 Students may use:
 Dictionaries
 Their editions of Romeo & Juliet, with helpful footnotes
 The Internet
 The teacher
Decisions/PigsFace/Monitoring/
Detailed description of the Lesson: (40 minutes total  discussing expectations and forming teams = 10 minutes; the rest of
the time belongs to the students to work on their assignments = 30 minutes)
 Distribute the basic guidelines for the assignment (typed up on a separate rubric).
o Length:
 As long as it takes.
o
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Typed:
 Preferably, but if the form of technology the group chooses to emulate is best captured via
handwriting or pictures, that is acceptable as well.
o Font / Spacing:
 Determined by the form of technology being used by the group.
 i.e. if the group chooses to portray their passage in the form of text messaging, it should
look something like this:
o Message from: JULIET
(307) 389-7928
- Goodnight! Like, a thousand times!
Inform students that they will be required to present their finished products to the entire class and teacher on the
final day of the lesson (the third day).
After the introduction outlined above, begin to divide the class into teams
o Teams of three to four, depending on class size.
Assign each team a passage from the play (predetermined by the teacher)
o Passages should highlight major events in the play that are relevant and important for the students to fully
understand and appreciate.
 i.e. the balcony scene, Mercutio’s description of the Fairy Queen Maab, etc.
Inform the students that they have the rest of the day (approximately 30 minutes), the entire class period on the
following day, and about 10 minutes at the beginning of the third and last day to work on the assignment.
Give the students the rest of the first day to discuss and commence work on the assignment.
DAY TWO (all 60 minutes belong to student work time)
 Give students the entire class period (60 minutes) to work on their assignment in teams.
o Allow students to go (as a team) to the library or computer lab if they wish to use the school computers and Internet
to work on their project.
 Prior to this lesson, inform whoever is in charge of the library/computer lab (librarian, fellow teacher, etc.)
that you will be allowing students to use the facilities, but they must stay on task. Students who are goofing
off or being too rowdy should be sent back to the classroom immediately.
o Throughout student work time, be available for questions and assistance as needed, but also be actively involved in
the assignment
 Walk around, checking in with each group
 Ask various students what their group has come up with so far
 Answer questions, give assistance, guide students back in the right direction if they have lost their way, etc.
DAY THREE (quick wrap up of team work = 10 minutes; presentations = 40 minutes; lesson closing discussion = 10 minutes)
 Begin class promptly and ask students to immediately gather into their groups to wrap up their assignment
o Give students reminders through that time to let them know how much or little time they have left
 5 minutes…
 About one more minute to finish…
 Inform students that it is time to present.
o Hit each team in a row, asking each team to share what they came up with during the past couple of days.
 Presentation should include:
 What technology the group chose to use
 Why they thought that was appropriate for their particular passage
 Students should read their assignment out loud
o Either one person can read all of it, or people can assume different “roles” or “parts”
 Students should BRIEFLY explain the process they went through to translate their passage
o i.e. “We decided that Romeo was really saying this here, so that is why we said what we
did.”
 Each presentation should take 5-7 minutes
o Allow for 8-10 minutes at the end of class after each team has presented
 Discuss the assignment
 Teacher feedback (outlined later)
 Student feedback (outlined later)
Formative Assessment(s):
 Constantly check for understanding throughout the entirety of the lesson by bringing up previously discussed information,
such as themes that the class has already touched on, or specific language that has already been discussed.
For example, “Your team is focusing on the passage where Romeo kills Tybalt. How does that tie in to our previous
discussions of Fate, and how it operates in this story? How can your wording here better illustrate Shakespeare’s
theme of Fate in this story?”
During team work, be actively involved, not a distant statue behind your desk, grading papers.
o Spend time with each group, and making the rounds MORE THAN ONCE (you have plenty of time to visit with
each group two, maybe even three times, during the time allotted. Make sure that you use it.)
 Within that group, evaluate where your students are. Are they on track? Are they progressing at a quick
pace, blowing through the assignment like cake? Or are they really struggling with the language still,
misinterpreting lines or completely stuck?
 Which students are progressing faster than others? Which students are racing ahead, and which students are
being left behind as a result?
Pay close attention to which students are more involved, and which students hang back.
o Make it a point to find out if the less involved students are confused, or simply disinterested. Keep these latter
students involved by asking them questions specifically when visiting with their group.
Evaluate the final product.
o Did the students correctly follow the guidelines of the assignment?
o How well did the students translate the passage? Did they know what they were talking about, or did they
completely miss the boat?
o Did their project look complete and put together? If not, is that because they slacked off and hastily threw something
together the last day, or because they were confused or unsure of the assignment?
o How well do the students answer questions posed by the teacher during their presentation? Are they able to
formulate articulate answers, or do they fumble?
 The questions you ask after their presentation are perhaps the best assessment. This shows whether they
have actually acquired vital knowledge and are able to think beyond the assignment, or have simply
learned what they needed to in order to pass the assignment.
o
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Expectations for Students during All Parts of the Lesson:
 Students will remain on task at all times.
 Students will not veer severely off-topic in their small groups, wasting valuable time.
 Students will be respectful within their groups, allowing each other equal opportunity to contribute to the project, as well as
respecting the viewpoints, opinions, and suggestions of others.
 Students, while encouraged to have fun with this assignment, will not use vulgar, inappropriate, or profane language. (If
students have questions regarding whether a word, sentence, or phrase is appropriate or not, they should ask the teacher.)
 Students will be prepared to present on the third day of the lesson, having used their time wisely and appropriately.
Processing/Detailed Description of Lesson Closure:
 After the presentations have all concluded, be sure to praise the work that has been done.
o What was impressive? What was enjoyable? What was thoroughly well-done?
 Address problem areas, if any.
o Where did students seem to misunderstand Shakespeare? Were there patterns of misunderstandings and
misinterpretations that should be addressed and dealt with before moving on?
 Open up the floor for classroom reflection and discussion.
 What did the students like about this assignment? What did they dislike?
 Did this assignment help them to better understand various parts of the play?
 Did this assignment allow the students to relate to this play more than they did before?
 Was this assignment fun?
 Bring up initial point of lesson.
o “As we can see, Shakespeare is more relatable to our current lives than many think. The situations may seem very
farfetched and ridiculous, but when we switch up the language and methods of communication for our characters,
we can see just how similar they are to us in many ways. Shakespeare’s language is beautiful and classic, but
sometimes it becomes a barrier for us as modern day readers. It is an important skill to be able to ‘decode’ what
Shakespeare has written, so that we can in turn fully appreciate what the playwright was, and is still trying to say.”
Lesson modification
Differentiation/Special Consideration Models:
 Julian, who processes information slowly and needs more time to process information, may be behind already when it comes
to deciphering Shakespeare’s language. However, because he is very intelligent, because he is working in a group of his
peers, he may progress at the same rate as his classmates and need no special assistance. Watch his behavior and group
involvement over the course of the lesson. He works best in small groups, so he should be fine. If he is actively engaged, let
him be. But if not, then check in on him to see where he is at.
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Put at least one of the rowdier students in a group with Emily, who is very good at keeping students on task in a polite and
respectful manner.
Watch Jared. His classroom joking often disrupts his fellow students, and because he is in a group with less teacher
supervision, this will probably become a problem. Keep his group close by, to ensure that if he starts to act up, you can put a
stop to it quickly and refocus him on the assignment.
Ensure that the groups are divided heterogeneously, particularly in the area of technology familiarity. Pay close attention to
who seems most enthusiastic about technology during the early discussion of it, and base groups around that.
Diversity/Cultural Considerations: This assignment allows students to incorporate their current world and technological
obsessions with their schoolwork. Rarely, if ever, are they encouraged to make connections between things like their texting and
social network habits with their understanding of classic literature. However, it is important to keep educational content relevant
to students, and in order to do that, why not incorporate their strengths? Our students are products of a technological era, and it is
pointlessly stubborn and downright silly of educators to ignore that fact. This combination of old-world literature and new-world
technology creates a mixture of time and understanding that, in my opinion, solely benefits the students. Likewise, the small
groups allow students to voice their opinions and ideas in an open, relatively free environment. This encourages respect of
different and often entirely opposite ways of thinking, as well as cooperation, and adopting new ways of seeing as a result of
being exposed to various new and unique personalities.
Evaluation/Assessment: Throughout the lesson, I will perform a variation of informal assessments on my students to determine if this
lesson is successful. I will constantly be active in my classroom, asking my students questions about the assignment, about how it
relates to previously discussed material and content, and their thinking processes. The rate at which different students progress and are
able to answer my questions will tell me where the class is as a whole, as well as where individuals stand on the material. Do people
really seem to get this assignment? Is it taking them significantly longer to complete it than anticipated? Or are they finishing at a
rapid rate? Forcing students to work on their own with little assistance from the instructor is a great way to see if they have actually
acquired any of the knowledge that they should have been receiving during the previous lessons leading up to this one. Also, at the
end of the lesson, I will assess them formally via their completed group assignments. How well do their assignments match up with
the rubric? How well were they able to explain it to me and their peers? And, perhaps most importantly, how well were the able to
respond to questions that the rest of their classmates and I posed after they finished their explanations of their assignments?
Enrichment Activity: Students should not finish early, particularly not in heterogeneous groups that may disagree about the
inclusion of certain things in or the overall process of the assignment. Given the requirement that students work together, this
assignment should take all of the allotted time. However, if students finish early, they should come find me and discuss what they
have completed to see if they are on the right track, or if I have any suggestions for them before they call it quits. If they do not need
any further instruction, they can have the rest of the period as a QUIET homework catch-up day. They are NOT allowed to disrupt the
other classmates, meaning they cannot talk amongst themselves or with the other working groups.
Reflection: While planning this lesson, I focused mainly on Chapter 10 of our textbook, Learning to Teach, which focuses on the
Cooperative Learning method of teaching. Within that chapter, Richard I. Arends mentions that cooperative learning can be beneficial
in many ways, one of them being that people often learn best, or at least very well, through personal experience. Shakespearean
language is so entirely and utterly strange in many ways that simply sitting down and listening to a teacher talk about it is next to
useless. However, sitting down with the book and trying to interpret the language without any type of assistance at all is often just as
unhelpful. Cooperative learning allows students the opportunity to think through the Shakespearean language in front of them
individually while still being allowed the support and help of their peers, and even various degrees of guidance from the teacher.
Within this method of teaching, students are allowed just enough freedom to set their own goals and develop their own
understandings, but within the protective confines of group help and suggestions to build off of.