Romeo and Juliet Lesson Plan 3
Name: Jeff Vincent
Subject Area: Language Arts
Lesson Title: Balcony Scene
Dr. Thieman
Age/Grade Level: 9
Unit Title: Romeo and Juliet
Estimated Time: 51 Min.
Lesson Rationale: Students will reflect on the importance of recognizing multiple interpretations of a
work of literature, as well as the natural arc of character development in a Romeo and Juliet.
Curriculum Framing Questions:
Essential question:

How does literature influence our understanding of ourselves?
Unit question that applies to lesson:

How can we better understand a work of literature by considering multiple
interpretations of it?
Lesson-specific content questions:

What elements of the films and the play differ, and why is this significant?

Students will recognize the importance of acknowledging multiple perspectives as a
means of finding a personal stance.

Students will actively work to interpret Shakespearean language.
Goal:
Objectives:

Students will rewrite certain passages from the play in “Textese” and or modern English to
demonstrate understanding.

Students will diagram the differences that they notice between the various versions of Romeo
and Juliet that they encounter.

Students will choose one version that they most appreciate, and explain in a paragraph with
supporting details why they made that choice.
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.RE.19 Identify and/or summarize sequence of events, main ideas, facts,
supporting details, and
opinions in informational and practical selections.
EL.HS.RE.20 Clarify understanding of informational texts by creating sophisticated
outlines,
graphic organizers, diagrams, logical notes, or summaries.
Materials Needed: Class set of Romeo and Juliet; Venn Diagram Viewing Companion; Zefferelli film;
Luhrmann film.
Background knowledge or skills students need prior to lesson: Familiarity with Venn Diagrams;
Familiarity with “Textese”.
Hook: Journal Prompt: Is there violence in your neighborhood? What is the best way to deal with it?
Procedures:

Teacher greets class, and presents journal prompt – “Is there violence in your neighborhood?
What is the best way to deal with it?”
o

Teacher then shows Act I, scene I of Zefferelli film, directing students to be thinking in particular
about the prince’s reaction to the brawl. (5 Min.)
o

Students write for five minutes.
Teacher – Look back at what you wrote. How was it similar or different to what the
prince did to stop the violence? Which plan is better – why?
In their pre-made groups, students then add three to five character traits with specific supports
drawn from the text/film to their character maps. (5 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 directs students to read the Act 2, Scene 1 aloud in their group, and to talk to the text
as they read. (2 min.)
o
Students read scene/talk to the text. (10 Min.)


Teacher will circulate and clarify, redirect, and provide positive feedback as
needed/warranted.
Teacher introduces compare/contrast exercise

o
“We are now going to watch two versions of the scene you just read. You will need to
take notes in the Venn diagram on all aspects of the productions that you can –
character, setting, props, language, actors, etc. When we’ve finished with the clips you
will need to write a paragraph comparing the play and both movies.”
o
Watch movies/fill out Venn diagram (10-15 Min.)
Teacher then asks students to choose their favorite version of the three, and to write a
paragraph explaining why they chose it citing specific details from more than one version to
support their choice. (10 – 15 Min.)


Teacher will circulate and clarify, redirect, and provide positive feedback as
needed/warranted.
Depending on time, teacher will ask several students to share their Venn diagrams/what they’ve
written. (5 Min.)
Differentiation/Accommodation: Students will work in pairs/small groups; Visual supports; Graphic
Organizers.
Attention to Literacy: Talking to the text (active reading strategies); class discussion of reading; group
reading; Visual Supports; Graphic Organizers.
Closure: Ask for volunteers to share their Venn Diagrams with the class.
Assessment and Evaluation of Student Learning: Collect and check Venn Diagram Viewing
Guide/observing group work.