Romeo and Juliet Lesson Plan 2
Name: Jeff Vincent
Subject Area: Language Arts
Lesson Title: Prologue
Dr. Thieman
Age/Grade Level: 9
Unit Title: Romeo and Juliet
Estimated Time: 51 Min.
Lesson Rationale: Continue to introduce love and violence as the major themes of the play. Ease
students into Shakespearean language.
Curriculum Framing Questions:
Essential question:

How does literature influence our understanding of ourselves?
Unit question that applies to lesson:

What is the relationship between love and violence in Romeo and Juliet?

To what degree do our choices influence our lives?
Lesson-specific content questions:

Is love or violence referenced more frequently in the prologue?

How does Shakespeare’s foreshadowing reinforce the sense of unalterable fate in the
play?

What roles to free will and fate have in the play?
Goal:

Students will actively work to interpret Shakespearean language.

Students will understand the relationship between love and violence in Romeo and Juliet.

Students will understand the role of the prologue as a means of reinforcing a sense of
unalterable fate in Romeo and Juliet.
Objectives:

Students will discuss tragedy/tragic love.

Students will “talk to the text” as they read the prologue and begin Act I, Scene I.

The class will discuss the relationship between love and violence in the play.
Curriculum Standards:

EL.HS.RE.01 Read at an independent and instructional reading level appropriate to grade
level.

EL.HS.RE.03 Make connections to text, within text, and among texts across the subject areas.

EL.HS.LI.02 Demonstrate listening comprehension of more complex literary text through class
and/or small group interpretive discussions.

EL.HS.LI.06 Identify themes in literary works, and provide support for interpretations from
the text.
Materials Needed: Class set of Romeo and Juliet; Tabloid Worksheets (completed as homework);
Student journals.
Background knowledge or skills students need prior to lesson: “Talk to the text” strategies; have
completed the “Tabloid worksheet” from the previous day.
Hook: Share answers to tabloid activity with a partner that they will have completed the previous day.
Have volunteers share several with the class. (Teacher will display questions for those who were absent
or lost sheet.)
Procedures:

Teacher greets class, and directs students to share their answers from the Tabloid Worksheet
with a partner. “Do you think you have the same image of a perfect boyfriend/girlfriend as your
parents? Why or why not?”
o
Several volunteers will be asked to share their answers with the class while students are
still working, so as to give students a chance to prepare for the pressure of sharing.
o
“Let’s broaden the conversation to the idea of family versus personal interests. Where
do you draw the line between what you will do for family and for yourself? Discuss with
a partner near you.” (10 Min.)

Teacher will circulate and clarify, redirect, and provide positive feedback as
needed/warranted.

Divide class into random groups of four or five. (2 Min.)

Teacher introduces Prologue Reading Activity – “I will read the prologue aloud to you guys. First
I just want you to listen. Then, in your groups, I want you to read it again and use your ‘talk to
the text’ techniques.”(2 min.)

Teacher reads prologue twice. Students read along in books. (5 min.)

Teacher – “Okay, quickly, who can tell me what the ‘talk to the text’ strategies are?”
o
Students quickly review strategies. (1 min.)

Students read prologue in groups/talk to the text in groups and circle all references to love and
violence in the prologue. (10 min.)

Teacher will circulate and clarify, redirect, and provide positive feedback as
needed/warranted.

Groups send one representative to fill in their annotations on the projected prologue on the
whiteboard. (2 Min.)

Teacher guides discussion of notes/ helps clarify passages.
o
Give specific attention to the relationship between love and violence in the play. (5-10
Min.)
o
What do you think this is about, love or violence? Can it be about both? Discuss the
nature of love – Valentine’s day card, or more complicated than that?


Students begin reading Act I, scene I silently – using their talk to the text. (15-20 Min.)


Shakespeare is saying that it is a powerful emotion – so powerful that it can
drive people to do crazy things.
Teacher will circulate and clarify, redirect, and provide positive feedback as
needed/warranted.
Teacher calls students attention back to the front of the room. “What happened in the scene?”
Differentiation/Accommodation: Students will work in pairs/small groups; Visual supports; Prior
Notification of Sharing duties.
Attention to Literacy: Talking to the text (active reading strategies); class discussion of reading; group
reading.
Closure: Comprehension check of what they’ve read alone. Assign the remainder of Act I, Scene I as
homework.
Assessment and Evaluation of Student Learning: Class discussion/observing group work.