Romeo and Juliet LAP 3
by Dan McCarthy
Lesson Title: Happily Ever After
I. Content
In this lesson, students will read Act II, scenes 5-6 of Romeo and Juliet. They will answer
questions about the difference between generations in the play, and reflect on how this theme
might connect to their own lives. They will also write about the situation that Shakespeare leaves
us in at the end of Act II, and make predictions about what will happen in subsequent acts.
II. Learning Goals
Students were introduced to terms such as rising action, crisis, falling action, and climax in the
last class. In this class, they will understand these terms in relations to Romeo and Juliet.
SWBAT:
- Relate the literary terms associated with drama to the play. They will identify the rising actions,
and make predictions about the crisis that will arise in act three, as well as how the rest of the
play will turn out.
-Imagine alternate scenarios. The plot is building toward violence. Students will offer
suggestions about how the violence that seems to be impending might be avoided, by talking
about how they might de-escalate a situation in their own lives. They will also imagine a
scenario in which the play ends after Act II, and discuss whether or not the play would be as
popular if the lovers lived happily ever after.
-Interpret Shakespearean dialogue. As we work through the text, we will stop to discuss
challenging words and passages. Students who volunteer will read these scenes aloud.
III. Rationale
This week, we are moving through Act II of the play. In the last class, students were introduced
to several literary terms relating to how tension builds and is eventually relieved in drama. Today
they will relate these terms specifically to the play. We will also build upon the passionate
discussions this class has had about the themes of the play by introducing the question of
whether or not the older generation really knows what’s best.
IV. Assessment
Students will hand in homework relating to how they might de-escalate a situation that is headed
toward violence. They will answer questions before and after we read the two scenes about the
difference between generations, and the building tension of the play.
V. Personalization and Equity
As we read the scenes as a class, we will stop to discuss words and phrases that students are
confused by. Today’s questions will be accessible to all learners because if they will be relating
themes of the play to their own lives and opinions.
VI. Activity Agenda
Time
5 minutes
5 minutes
3 minutes
25 minutes
10 minutes
Teacher will do
Hand out paper and
explain bellringer: Is
there anything your
generation
understands that
adults do not? Do you
think that older
generations are wiser
than your generation?
Discuss bellringer.
Collect homework
Facilitate class
reading of scenes 5
and 6.
Explain exit question:
What if the play
ended here? Would it
be as famous? Is there
something about the
fact that R+J’s love is
doomed that makes it
sweeter?
Students will do
Respond to bellringer.
Participate in class
discussion.
Pass in homework.
Read scenes 5 and 6
aloud.
Respond to exit
question.
VII. Learning Standards
RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.