Morgan Pressley Romeo & Juliet English I 9th grade 10 days Day Title Activities 1 Learn background information on Shakespeare’s Romeo & Juliet through video, introduction from the textbook and internet research Objectives TEKS Resources TLW: Analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature 9.2A, 9.2B, 9.2C,9 .5D,9. 24A Youtube Internet Elements of Literature Third Course (William Shakespeare Collection 13) 9.1D, 9.1E, 9.4A Elements of Literature Third Course (William Shakespeare Collection 13) Smart Board Youtube Elements of Literature Third Course (William Shakespeare Collection 13) Elements of Literature Third Course (William Shakespeare Collection 13) Romeo & Juliet (Access to Shakespeare) Elements of Literature Third Course (William Shakespeare Collection 13) TLW: Relate the figurative language of a literary work to its historical and cultural setting Introduction 2 TLW: Use a dictionary, glossary or thesaurus to determine or confirm the meaning of words TLW: Read Act I of Romeo & Juliet in textbook with fluency and comprehension. 9.1B, 9.1C, 9.1D, 9.1E The students will read Act I as a class The students will read Act II as a class TLW: Read Act II of Romeo & Juliet in textbook with fluency and comprehension. 9.1B, 9.1C, 9.1D, 9.1E The students will read Act III and complete a character analysis graphic organizer with textual evidence TLW: Read with fluency Act III of Romeo & Juliet in modern translation book 9.1B, 9.1C, 9.1D, 9.1E, 9.5B, 9.19B 9.1B, 9.1C, 9.1D, 9.1E,9 ,19A 4 5 6 TLW: Explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text 3 The Play The students will learn common literary elements and vocabulary words, and elements of drama before reading the play The students will listen to Act IV (audio) and in groups predict and share how the play will end TLW: Determine and record characters’ traits from what is said in narration, dialogues, and soliloquies TLW: Read Act IV and in groups, predict and share the ending of the play Elements of Literature Third Course (William Shakespeare Collection 13) The students will watch Act V and journal their reactions and feelings toward concluding events in Romeo & Juliet TLW: Share and compare their predictions to the actual conclusion of the play Students will creatively rewrite and act out an alternate ending to the play TLW: Create and perform an alternate ending to the play Students will play a review game for the Romeo & Juliet test TLW: Participate in a simulation review game Students will take an exam on Romeo & Juliet containing plot, vocabulary, character analysis and dramatic conventions TLW: Complete exam on Romeo & Juliet 7 8 9 Review Day 10 Summative Unit exam 9.17A , 9.17B, 9.17C, 9.18A , 9.18B, 9.19A 9.25, 9.17A , 9,17B, 9.17C DVD player Romeo & Juliet (movie, 1996) DVD player Elements of Literature Third Course (William Shakespeare Collection 13) Smart Board Projector Elements of Literature Third Course (William Shakespeare Collection 13) Lesson Plan _____________________________________________________________ Subject: English I Grade Level: 9th Unit: Romeo & Juliet Time Estimate: 1 day Topic: The Play Goal(s): Students will learn how to support findings by documenting textual evidence Objective(s): TLW: Read with fluency Act III of Romeo & Juliet in modern translation book. TLW: Determine and record the characters’ traits from what is said through narration dialogues, and soliloquies TEKS: 9.1B, 9.1C, 9.1D, 9.1E, 9.5B, 9.19B Materials/Resources/Technology needs: Romeo & Juliet (Access to Shakespeare). Elements of Literature Third Course (William Shakespeare Collection 13 _______________________________________________________________________ Instructional Procedures Focusing Event: Ask questions. How has the rivalry of the family hindered Romeo and Juliet’s love? If you were either Romeo or Juliet would you continue to pursue the one you love? Describe Mercrutio. Teaching/ Learning Procedures: Inform students that Act III will be read out of the modern translation book. After reading there will be a brief class discussion about Act III. The students will then be given a character analysis chart to complete with textual evidence. The evidence will be found in the textbook instead of the modern translation that was read today. Formative Check(ongoing or specific): Ask questions. Where can it be found that Mercrutio is witty? Walk around while students work, looking over their shoulder checking if the chart is being completed correctly and asking if they need help. Reteach (alternative used as needed): If graphic organizer is too tough to complete and or confusing, we will fill out the organizer collectively in groups or as a class instead of individually Closure: As a class recap on the events read in Act III (predictions, character analysis, literary elements used, linear plot etc.). Assign the graphic organizer as homework if not completed. Assessment/Summative Evaluation: Graphic Organizer assigned as homework if not completed. ________________________________________________________________________ Modifications/Notes: GT: continue to analyze the characters not listed in the graphic organizer. Learning Disabled: Work with a partner for assistance in completing the graphic organizer. Lesson Plan _____________________________________________________________ Subject: English I Unit: Romeo & Juliet Grade Level: 9th Time Estimate: 1 day Topic: Introduction Goal(s): Students will understand dramatic conventions and its importance to dramas. Objective(s): TLW: Use a dictionary, glossary or thesaurus to determine or confirm the meaning of words. TLW: Explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. TEKS: 9.1D, 9.1E, 9.4A Materials/Resources/Technology needs: Elements of Literature Third Course (William Shakespeare Collection 13), SmartBoard, Youtube _______________________________________________________________________ Instructional Procedures Focusing Event: I will open lesson by showing famous speeches from movies they are familiar with such as Remember the Titans on Youtube. After numerous examples of modern day speeches, I will explain to the students that the famous speeches made are like soliloquies and monologues in dramatic plays. From there I will continue the lesson by revealing more vocabulary words and dramatic conventions and relate them to modern movies and life situations so that the students can better understand the terminology. Learning Procedures: After using focus event I will handout a packet with vocabulary terms and dramatic conventions for the students to fill out. We will do the first few as a class, and then the remaining terms are to be done individually for the rest of the class period Formative Check(ongoing or specific): When asking students how familiar they are with specific terms I will use the Fist to Five method. I will also ask questions and circulate the room offering my assistance in looking for a term and or understanding the meaning of a term. Reteach (alternative used as needed): If terminology is too difficult to understand, we will complete the packet as a class or in groups instead of individually. Closure: To close the lesson I will give the class modern day examples of dramatic conventions (soliloquy, dramatic irony, monologue, chorus etc.) and have the class chorally respond with answers. Assessment/Summative Evaluation: The packet that was worked on in class will be homework if was not completed during class. ________________________________________________________________________ Modifications/Notes: GT: Have students explore other Shakespeare plays and look for dramatic conventions within those. Learning Disabled: Allow students to work with a partner, or be in a group with similar learners and myself for more help. Lesson Plan _____________________________________________________________ Subject: English I Unit: Romeo & Juliet Grade Level: 9th Time Estimate: 2 days Topic: The Play Goal(s): Students will appreciate the first two Acts of Romeo & Juliet Objective(s): TLW: Read Act I and II of Romeo & Juliet in text book with fluency and comprehension. TEKS: 9.1B, 9.1C, 9.1D, 9.1E Materials/Resources/Technology needs: Elements of Literature Third Course (William Shakespeare Collection 13) _______________________________________________________________________ Instructional Procedures Focusing Event: For the first day of reading Romeo & Juliet I will use the selection of roles be the focusing event for reading the play (ex. Who is reading Romeo, Juliet Friar Lawrence, lady Capulet, Montague, etc.). For the second day of reading the play I will ask questions to the students to jog their memory of the events that were read in Act I the previous day, introduce new characters that may appear in Act II and ask students what they will think is going to happen next in Act II. Teaching/ Learning Procedures: Textbooks and dictionaries will be distributed to each student. Students will be asked to have their Dramatic Conventions& Vocabulary packet out to reference words that are not familiar and to identify dramatic conventions as they appear while reading the play. I will then ask for volunteers to read the parts of characters that appear in the act read. We will then read as a class with a different student reading a different character of the play. Formative Check(ongoing or specific): Throughout reading the play I will periodically stop and ask the class or a specific student what is happening in the play, analyze characters, and make predictions based on what has been read. Why did that character react in that way? What dramatic convention just took place? Tell me again why this character is angry? Do you believe this character was being sarcastic? Reteach (alternative used as needed): If students do not understand the plot I will have to reread the Act over, stop the reading more often for formative check questions, or try to read out of another book, such as the modern translation Romeo & Juliet for clarity Closure: Quickly summarize the events that occurred in the Act, and on statements that were made about characters and predictions during the formative check discussions. Assessment/Summative Evaluation: In groups, the students will share predictions of what will happen in the upcoming Act. ________________________________________________________________________ Modifications/Notes: GT students can discuss in their summative groups the dramatic conventions not found or mentioned during the formative assessment discussions. Learning Disability: Can read the Acts with the modern translation book instead of the textbook. Rationale This unit of study is important to ninth grade students because reading and analyzing Romeo and Juliet will help students develop analytic reading skills. This is a skill that they will need in order to be responsible and informed members of society as well as excel in higher education or the job field. Through this play, students will be able to analyze themes that relate to them such as fate, young love, conflict between and within families, the effects of violence, and suicide. This will give students a voice and an avenue to explore difficult subjects that many have experienced and/or are currently experiencing. Because the unit focuses on whether fate or personal decisions have the most impact over the characters’ lives, by the end, students should realize that they have the power to improve or destroy their lives and the lives of others. They will also learn more about the historical period in which Shakespeare was writing. Lastly, I believe that Shakespeare’s plays have intrinsic value in and of themselves, and Romeo and Juliet is a great piece of authentic literature to experience. Goals: The students will appreciate Shakespearean plays The students will understand dramatic conventions and its importance in dramas The students will learn how to identify literary and dramatic elements in the play The students will learn Elizabethean terminology The learners will understand the importance of decision making Students will understand the difference between fate and willed decisions The learners will appreciate the commonalities between today’s issues with teenagers and the adolescent issues in Shakespeare’s era The students will understand the author’s purpose for writing the play Students will learn how to support findings by documenting textual evidence Initiating Activities: To introduce the unit I will first have to arrange the desk in the class. I will arrange the desk in a half circle of rows facing the front of the class. This arrangement will give the room a stage and audience appeal. This will allow students to feel as though they are in a theatre and a play is being performed. It also helps for further activities in the unit for example when the students will be allowed to rewrite and perform an alternate ending to the play. Another way to introduce the class to this unit is to get their interest. To accomplish this I will create a video explaining that what the students think they already know about the story of Romeo & Juliet is only the surface and that as a class we will discover deeper meaning and go beyond the well popular plot. I believe incorporating these main components will bring a positive introduction to the unit and will assist in promising results in the student’s engagement and learning. Culminating Activities: My unit is closed out in three main ways. After reading the entire play the students are allowed to get into groups and create and perform their own ending to the class. This allows the students to express their creative side and utilize the stage simulated classroom. Another way I close out this unit is with a review game and test. Before the day of the test the students will play a game to help them study for the unit exam. The game is a fun way to study with peers and gain insight from one another. The final activity to close out the unit is the Romeo & Juliet test. The students will have a multiple choice exam on plot, dramatic conventions, vocabulary, and character analysis. Resources For this unit the textbook was not the only resource used. The internet, the Smart Board, and a modern translation of Romeo & Juliet and a movie were used for this unit. The internet was used mainly for focusing events. I used websites such as You Tube to find informational and entertaining videos to grasp the attention of the students to introduce a new lesson. Many of the different resources needed for this unit was to give the students a variety of venues to read the play without it becoming redundant. For instance, the DVD player was used to play the audio version of the play so that the students can listen to the play and follow along in the book. A DVD player is also needed for the students to watch the play. Another way to keep a variety of ways to read the play was to have a modern translation of the book. The modern translation allowed the students to read the play in today’s language and context so that it may be read with more clarity and fluency. Lastly, the Smart Board and projector were used in the classroom. The projector screen was used for the review game the students played. The Smart Board was important to the unit because it allowed me to explain worksheets to the class by demonstration, for example how to document quotes from the play properly. It also was used to brainstorm ideas for an alternate ending, the students had to create and perform to the class. The various resources and technology used for this unit mainly assisted in grabbing the attention of the students, keeping the approach for reading assignment for the day different, and explaining assignments with precision. Using the many resources only made the learning process smoother for the students for this unit. Smart Board Projector DVD player Internet (YouTube, Teacher Tube, etc.) Elements of Literature Third Course (William Shakespeare Collection 13) Romeo & Juliet (movie, 1996)