Student: Nicholas Ferretti

Professor: Dr. Kraemer

Course EDU 329

Grade: 9

Date: April 16 2016

Topic: Romeo and Juliet

Content Area: English

INSTRUCTIONAL OBJECTIVE(S) (LESSON OBJECTIVE(S)*)

After a reading and in-class analysis of Shakespeares Romeo and Juliet, students will work in
groups to identify significant scenes from the play that would be considered newsworthy in
modern day. Students will then write a journalistic adaptation of a scene of Romeo and Juliet
using effective technique, well-chosen details, and well-structured event sequences with a rubric
score of 3 out of 4.

CCLS / +NYS STANDARDS AND INDICATORS

ELA & Literacy Standard: Reading: Literature; Craft and Structure (RL.9-10.6):
Students will analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature
Indicator:

This will be evident when students read and analyze Romeo and Juliet.

ELA & Literacy Standard: Speaking & Listening; Comprehension and Collaboration: (SL.910.1)
Students will initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
Indicator:

This will be evident when students participate in class discussion and analyze scenes
from the play in groups.

ELA & Literacy Standard: Writing; Text Types and Purposes: (W.9-10.3)
Students will write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Indicator:

This will be evident when students write a journalistic adaptation of a scene from Romeo
and Juliet.

MATERIALS

Smart Board
Copies of 60 Second Shakespeare
Teacher constructed rubric
iPads
STRATEGIES (Learning Strategies*)
Direct Instruction: This will be evident when the teacher reviews the cultural experiences
developed by Shakespeare in Romeo and Juliet and when the teacher gives instruction on
how the media can reflect culture.
Group Discussion: This will be evident when the teacher engages the class in a discussion
about significant scenes from Romeo and Juliet and how they reflect the culture of the
time period.
Cooperative Learning: This will be evident with students work in small groups to write
journalistic adaptations of scenes from Romeo and Juliet.

MOTIVATION (Engaging the Learners*) (Engaging the learners*)

The teacher will display the sample news piece, 60 Second Shakespeare, on the Smart Board
in the beginning of class and act as if it were breaking news.

DEVELOPMENTAL PROCEDURES

Students will engage in class discussion and analyze significant scenes from Romeo and
Juliet with the teacher. (What are some scenes that stand out to you from the play that
you could imagine seeing in the news or on social media? In what ways did Shakespeare
analyze or present the culture of the time period through his writing?)
Students will discuss how modern media reflects the culture and develops a point of view
for readers/viewers. (What kinds of news articles or videos have you seen in the media
recently? What kinds of events are depicted in the media? How does journalistic/media
writing portray American culture?)
Students will read 60 Second Shakespeare together with the teacher as a class.
Students will be divided into groups of four to choose newsworthy scenes from the play
and develop ideas for how to adapt them into a journalistic piece.
Students will write a journalistic adaptation (newspaper article, celebrity gossip,
interview, etc.) of a scene in Romeo and Juliet.

ADAPTATIONS (Exceptionality*)
The student with an autism spectrum disorder will be provided with a short, detailed explanation
and summary of the lesson before class starts.

DIFFERENTIATION OF INSTRUCTION
Struggling Students: Students will be given prompt ideas and a specific scene to write a
journalistic adaptation of a scene from Romeo and Juliet using effective technique, well-chosen
details, and well-structured event sequences with a rubric score of 3 out of 4.
Average Students: Students will write a journalistic adaptation of a scene of Romeo and Juliet
using effective technique, well-chosen details, and well-structured event sequences with a rubric
score of 3 out of 4.
Advanced Students: Students will be given the option to write a modern journalistic adaptation
of a scene of Romeo and Juliet or an adaptation utilizing Shakespearean language using effective
technique, well-chosen details, and well-structured event sequences with a rubric score of 3 out
of 4.

ASSESSMENT (artifacts and assessment [formal & informal]*)

Students will write a journalistic adaptation of a scene of Romeo and Juliet using effective
technique, well-chosen details, and well-structured event sequences with a rubric score of 3 out
of 4.

INDEPENDENT PRACTICE
Following the lesson on Romeo and Juliet and journalistic/media writing, students will create
video reenactments of their assignments. If students do not have access to video recording
devices or internet at home, students will be provided with iPads to record their skits in class.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMC ENRICHMENT

Direct Teacher Intervention: The student, under direct intervention of the teacher, will verbally
discuss significant scenes from Romeo and Juliet and how those scenes would be portrayed by
modern day media.
Academic Enrichment: The student will create a Twitter timeline exchange between characters
from Romeo and Juliet based on a significant scene from the play.

TEACHER REFERENCES

BBC. (2014, September 14). 60 Second Shakespeare. Retrieved April 16, 2016. Retrieved from
http://www.bbc.co.uk/print/drama/shakespeare/60secondshakespeare/themes_romeojuliet
.shtml