Objective: Students will be able to define and analyze elements of literature by

taking a pretest.

General
Objectives
At the end of the lesson topic;
a) Students will know plot line of Romeo and Juliet
b) Students will know what plot is
Specific
Cognitive
a) After watching a video clip of The Plot Song students will define plot in
their own words.
b) At the end of the lesson students will create a paragraph summarizing
the plot of Romeo and Juliet.

Prerequisite Skills and Knowledge

a) Students should have read the text so has to have a general
understanding of the events.
b) Students should be familiar with the different characters present in the
text.

Strategies and Approaches

Deductive Approach
Reading Aloud

Instructional Material
Chart with elements of plot
Flash cards with the name of each element of the plot
Video clip with animated summary of Romeo and Juliet
(https://www.youtube.com/watch?v=derUM9QUts)
Video with the elements of plot

Key Concepts
The Plot is what happens in a story or play. It is the action, the connected series
of events. (MacMillan Language Arts Today, Holt Elements of Literature)

Exposition
The Caplets and Montague's fight in the streets of Verona. The Prince separates
them and threatens them with death if they disturb the peace again. Romeo
meets Juliet and falls in love.
Rising Action
Romeo and Juliet fall in love wed. Romeo Kills Tybalt and is banished. Friar
Lawrence tries to help them to be together and give Juliet a potion that will
allow her to appear as if she were dead.

Climax
Romeo returns to Verona and thinks Juliet is dead. He poisons himself and Juliet
awakes and find Romeo dead and kills herself with Romeo's sword.

Falling Action
Their parents and the prince find them dead and Friar Lawrence explains what
happened to the lovers.

Resolution
Both families reconciled and have statues erected in honour of the dead youth.

Teaching learning Activities

Introductory Activity
"Meeting the Plot"
Step 1 -- Students will watch a video with the elements of plot
Step 2 -- Students will be asked what each element is
Expected responses -- the exposition, rising action, climax, falling action and
the resolution.
Step 3 -- Each element will be explained.
Step 4 -- Based on the explanations given students will be asked to coin a
definition for plot. Answers will be written on the board.

Developmental Activities
Activity 1 -- Movie Hangtime
Step 1 -- students will view a 12 minutes video clip of the plot summary of
"Romeo and Juliet" and be asked to make note of any important events
Step 2 -- Teacher and students will discuss of all the important events based on
the video clip.
Step 4 -- Students will compile a list of events. This list will be used to fill a
chart with the elements of the plot

Activity 2 -- Picture be Still

Step 1 -- The Class will be divided into five groups
Step 2 -- Each group will be given a flash card with an element of the plot of
the play.
Step 3 -- Students will be instructed to read the section of the text which their
element is from
Step 4 -- Students will be instructed to arrange their bodies to fit the scene
depicted in the element given
Step 5 -- the groups will present in the order of the elements of the plot.
Step 6 -- Students will complete the plot diagram in their books based on the
presentations.

Culminating Activity
Pretend you are an investigator working the case of the homicide and double
suicide that took place and write a report to Montague and Capulet relaying the
series of events that leads to the demise of their children and Paris.

#4527. Animal Farm - Sqealer's Speeches

Literature, level: Senior

Posted Thu Mar 3 09:21:10 PST 2011 by Shannon Doyle (Shannon Doyle).
Colorado
Materials Required: Animal Farm novels, paper, pens
Activity Time: 30-40 minutes
Concepts Taught: RAFT, persuasive writing/speaking

Animal Farm RAFT -- Squealer's Speeches

Assumed knowledge: Students (sophomores) have read at least 7 chapters of
the novel Animal Farm by George Orwell.

Materials Needed: Novels, paper, pens/pencils

Time: 5-10 minutes to introduce, at least 25 minutes of work time
Objectives: Students will write a 2 minute persuasive speech from a character's
perspective to demonstrate an understanding of both plot events and the way
propaganda works.

Introduction -- We are told many times throughout the book that Squealer is a
very persuasive speaker, but often get only snippets of his many speeches. Ask
students, "Who can tell me what the types of things are that he usually speaks
about?" (Napoleon, the farm's production rates, anything the animals bring up
that might lead them to question authority, etc) Today, students are going to
pretend to be Squealer and write one of his speeches about one of two things:
our Leader, Comrade Napoleon, or the farm production and how the animals
are not actually starving, even if they feel like they are.

Introduce this concept to students: RAFT. R is role -- you, the writer, are
Squealer: the persuasive, nimble pig. A is audience: the other animals, many of
whom are unintelligent. Remember, though, not all of your audience is stupid
and many of them are bigger and stronger than you. F is for format: As
Squealer would be speaking this to the animals you consider stupid. Remember
that we don't always say the things we would write. T is for topic: you have two
choices: stirring up more admiration for our brave leader, Napoleon, who is
always right, or addressing the fact that the animals are starving and
convincing them that the farm is actually producing more than it ever has and
they are not, in fact, hungry at all.

Think like Squealer would think. Look at the other animals like he would. How
would you talk to this crowd if you were him and it was your job to keep them
under control for Napoleon (who is pretty ruthless) using only your words?

#3903. Prophecy or Not (Tragedy of Macbeth)

Literature, level: Senior

Posted Wed Feb 14 07:43:14 PST 2007 by Elanda D. Ervin
(nivre_de@yahoo.com).
Daniel High School, Central, USA
Materials Required: Handouts, textbooks
Activity Time: app. 60 minutes
Concepts Taught: Predictions , Collaboration, Discussion

Prophecy or Not?
Objectives: The student will be able to:
- recall information from the text
- apply information
- generate predictions

Targeted Standards:

E4-R1.8- Demonstrate the ability to draw conclusions and make inferences.

E4-W3.1- Demonstrate the ability to respond to texts both orally and in writing.

E4-C1.3- Demonstrate the ability to use oral language to inform, to analyze, to

explain, to persuade, and to compare and contrast different viewpoints.

E4-C1.7- Demonstrate the ability to participate and respond appropriately in

conversations, discussions, speeches, and debates.

Steps for Unit/ Daily Plan:

-Give out prophecy handouts.

-Explain assignment: In groups students will make predictions about what will
happen to each of the main characters based on Act I of Macbeth.
-Give sample response for character not listed on the board or overhead.
-Explain point distribution.
-Explain expectations for participation: All students must write down
predictions on their own paper, but should participate in group discussion.
-Allow students to ask questions about expectations.
-Put students into groups into four groups. (2.8)
-Allow students 25-30 minutes to work.
-Walk around the room and monitor student work (7.1) Make marks for
individual student participation.
-Allow each group to pick a name out of a hat or bowl. They will present their
predictions for that character to the class. Each group should have app. 3
minutes.

Handouts

Prophecy or Not?
In small groups, make predictions for the main characters in Macbeth. Discuss
the following questions as a group, but take notes individually (each person is
responsible for all of the questions). At the end of the activity, each group will
share their responses for one of the characters. A character name will be
randomly selected when your group gets up to present. You will share your
responses for that character only. Answer all five questions for the following
characters: Macbeth, Lady Macbeth, The Weird Sisters, Banquo.

20 questions @ 2pts. each

Participation- 10 points
Total: 50 points

1. Describe your first impressions of this character.

2. Do you think good or evil will ultimately prevail for this character? What
evidence do you have?

3. What role has this person played in the events so far in the play?

4. What role do you think this person will play in the events that are to unfold?

5. Where will this character be at the end of the play? (six feet under, jail,
King's castle, etc.) Why do you feel this way?

Prophecy Rubric Name:

__Actively participates in group discussion

-shares opinions
-listens to other group members
-discusses things related to lesson
__Participates in group presentation
-looks involved
-adds input
__Completes questions for all four characters with thoughtful responses
-gives complex answers (not just one or two words)

#3903. Prophecy or Not (Tragedy of Macbeth)

Literature, level: Senior

Posted Wed Feb 14 07:43:14 PST 2007 by Elanda D. Ervin
(nivre_de@yahoo.com).
Daniel High School, Central, USA
Materials Required: Handouts, textbooks
Activity Time: app. 60 minutes
Concepts Taught: Predictions , Collaboration, Discussion

Prophecy or Not?
Objectives: The student will be able to:
- recall information from the text
- apply information
- generate predictions

Targeted Standards:

E4-R1.8- Demonstrate the ability to draw conclusions and make inferences.

E4-W3.1- Demonstrate the ability to respond to texts both orally and in writing.

E4-C1.3- Demonstrate the ability to use oral language to inform, to analyze, to

explain, to persuade, and to compare and contrast different viewpoints.

E4-C1.7- Demonstrate the ability to participate and respond appropriately in

conversations, discussions, speeches, and debates.

Steps for Unit/ Daily Plan:

-Give out prophecy handouts.

-Explain assignment: In groups students will make predictions about what will
happen to each of the main characters based on Act I of Macbeth.
-Give sample response for character not listed on the board or overhead.
-Explain point distribution.
-Explain expectations for participation: All students must write down
predictions on their own paper, but should participate in group discussion.
-Allow students to ask questions about expectations.
-Put students into groups into four groups. (2.8)
-Allow students 25-30 minutes to work.
-Walk around the room and monitor student work (7.1) Make marks for
individual student participation.
-Allow each group to pick a name out of a hat or bowl. They will present their
predictions for that character to the class. Each group should have app. 3
minutes.

Handouts

Prophecy or Not?

In small groups, make predictions for the main characters in Macbeth. Discuss
the following questions as a group, but take notes individually (each person is
responsible for all of the questions). At the end of the activity, each group will
share their responses for one of the characters. A character name will be
randomly selected when your group gets up to present. You will share your
responses for that character only. Answer all five questions for the following
characters: Macbeth, Lady Macbeth, The Weird Sisters, Banquo.

20 questions @ 2pts. each

Participation- 10 points
Total: 50 points

1. Describe your first impressions of this character.

2. Do you think good or evil will ultimately prevail for this character? What
evidence do you have?

3. What role has this person played in the events so far in the play?
4. What role do you think this person will play in the events that are to unfold?

5. Where will this character be at the end of the play? (six feet under, jail,
King's castle, etc.) Why do you feel this way?

Prophecy Rubric Name:

__Actively participates in group discussion

-shares opinions
-listens to other group members
-discusses things related to lesson
__Participates in group presentation
-looks involved
-adds input
__Completes questions for all four characters with thoughtful responses
-gives complex answers (not just one or two words)