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Teacher: Amelia Hasbrouck Mentor: Leah Jurca

Subject: English Literature Campus District: Rockwall-Heath High School

Grade Level: 9th/ 45 Min. Date: 10/25/2013

Overall Goal of Lesson: Students will be able to consider and support various ideas and themes in Romeo and Juliet .

Instructional Objectives: Students will develop a deeper understanding of central themes and ideas in the play through close reading, class discussion and journaling. Texas Essential Knowledge & Skills (TEKS) & ELPS: 110. 31 English I (2) Reading/Comprehension of Literary Text/ Theme and Genre (3) Reading/Comprehension of Literary Text/ Poetry (4) Reading/Comprehension of Literary Text/ Drama (7) Reading/Comprehension of Literary Text/ Sensory Language (8) Reading/Comprehension of Literary Text/Culture and History (13) Writing/Writing Process (B) Structure ideas in sustained and persuasive way (15) Writing/ Expository and Procedural Texts (C) write and interpretative response to a literary work (18.A, B) Oral and Written Conventions/ Handwriting (19) Oral and Written Conventions/ Spelling (24. A, B, C) Listening and Speaking/ Listening (25) Listening and Speaking/ Speaking (26) Listening and Speaking/ Teamwork Key Vocabulary: Metaphor, Simile, Personification Act, Scene Clown

Higher Order Questions: Compare and contrast the characters Tybalt and Benvolio. What are some examples of metaphor and oxymoron in this scene? Propose a solution to the feud between the two families. Distinguish between love and lust.

Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading, Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc Cooperative/Groups- Bellringer activity Cooperative/Reading- Read Act 1.2 and 1.3 Scaffolding- Teacher facilitated, Student led class discussion Independet/ Writing- Journal activity for closure Listening- Students will listen as others read as well as when we view the film clip Modifications/ELL Strategies Visual re-cap of previous scenes read in class through a short film clip. Time 3 Min. Teacher Input/Lesson Activity: Bell ringer- Students will complete the 5 Ws Chart in pairs based off of the fight scene we read about in Act 1.1 View short film clip to review the previous scene Transition to reading Students will read Act 1.2-1.3 using assigned parts Transition to journaling Closure- Journal a summary in their own words about what happened in 1.2-1.3 Anticipatory Activity for Lesson: 5 Ws Chart in pairs

Min. 1 Min. 20 Min. 1 Min. 4 Min.

Modeling: Teacher will model what a summary should look like based off of her summary for Act 1.1 Guided Practice: Clarification of meaning as well as teacher facilitated questioning during reading Independent Practice: Journal activity at end Lesson Closure: Students will write a brief summary of what has happened in Act 1.2-1.3 in their own words. Girls will write from Juliets perspective and guys will write from Romeos perspective. Assessment Methods/Strategies: 5 Ws Chart will be taken as a daily grade Resources (supplies, equipment, software, etc.): Overhead Projector Internet connection Romeo and Juliet film Paper and writing utensil Journals Reflection: