Class: New Start
Teacher: Lis Stark
Theme/Lesson: Shakespeare/Romeo and Juliet
Date: Jan. 6, 2014
LESSON OBJECTIVE(S):
Content Objective(s) (Students will know that….)
1. mind maps may be an effective way for them to remember lots of
information
2. they can prepare themselves to learn new information by first asking
themselves what they already know about a topic (activate prior knowledge)
and think of questions they’d like to find answers to during the course of their
study of the new topic
3. we can study social studies and history through classic literature
Skill Objective(s) (Students will be able to…)
1. identify what they already know about Shakespeare
ELL or ABE/ASE Frameworks Strands &
Standards
L3.4d
S3.4d S1.4d S2.4b S3.4a
R1.4d R1.4e R3.4a R3.4d
W1.4a W2.4b
Intercultural knowledge and skills:
Identify culturally-determined behavior patterns
Recognize cultural stereotypes—favorable and
discriminatory—and describe how they impact
their own and others’ behaviors
Strategies and Resources for Learning
Develop and use study skills for formal
education
Develop and use memory strategies
2. use given drama vocabulary words and definitions to successfully
complete sentences about the very basic facts of the drama Romeo and
Juliet.
3. Explore the themes of love, hate, and prejudice in their own lives as a way
to empathize with the themes in Romeo and Juliet.
ACTIVITIES:
1. Students review the simple mind map about the
Renaissance we made before vacation then prepare to give
further details about one aspect of the Renaissance: explorers,
art, music, literature, and science. Students assess whether
this mind map helped them remember information about a
large topic.
2. Students complete a very simple KWL chart about
Shakespeare on their unit cover page
3. Students read a simplified biography of Shakespeare and
identify information that’s new to them
4. Students employ a list of newly acquired drama vocabulary
words to identify parts of the drama Romeo and Juliet as a way
to prepare themselves to read a simplified version of the
drama.
5. Students will imagine themselves in a complicated romance
as a way to explore and answer questions about the themes of
love, hate, and prejudice in their own lives.
MATERIALS:
The mind map of the Renaissance in Italy we made before
the December vacation
My homemade Shakespeare Unit papers
-Cover page etching of Shakespeare and a KWL chart
-Brief biography of Shakespeare and comprehension
questions
-Drama vocabulary word list and vocabulary practice
paper
-“Explore the Themes of Love, Hate, and Prejudice in
Your Own Life” activity paper
My adaptation of the book, Romeo and Juliet: The 30Minute Shakespeare by Nick Newlin.
ASSESSMENT(S):
Performance – How well do students promote their own
learning by employing the study techniques we use in
class today?
How well do students self-assess their use of learning
techniques like the mind map and the KWL chart?
How well do students prepare themselves for learning new
information about Shakespeare by writing 2 questions on the
KWL chart?
To what extent are individual students able to examine their
own cultural influences to help them empathize with Romeo
and Juliet’s complex love situation?
WRAP-UP & REFLECTION:
Students share some of their questions from their individual KWL charts as a way to help us launch into a simplified reading of
the drama, Romeo and Juliet.