Romeo and Juliet 10 Day Lesson Plan Repaired

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COEPD LESSON PLAN TEMPLATE DAY 1

Teacher Candidate: Rebekah McCloy
Content Area: Lesson Topic: Romeo and Juliet: Length (timing) of Lesson: 50 Minutes
English Language Arts Acting out Act 3 Scene 1
9th Grade
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.9.18
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grade 9-10 text complexity range proficiently, with scaffolding as
needed at the high end of the range.
Learning Objective(s):
Students will be able to analyze the text by working in collaborative groups and freewriting on the text so that they can better understand Romeo and Juliet.
Formative Assessment:
Students will mainly be assessed through observation. The teacher will observe the students while they read Romeo and Juliet and while they discuss it in groups. This is
so the teacher can gain a better idea of how well the students are understanding what they are reading and how well they work together to figure out aspects they may
not have previously understood. Students will also be assessed through their freewrites. The teacher will be using these freewrites to see, again, how well students are
understanding the play.
PREPARATION
Materials/Resources:
Paper
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Pens/Pencils
Copies of Romeo and Juliet
Props
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Procedural Steps Questions Differentiated Instruction
Activating Strategy/ Time

Introduction
8:00-  Class begins with the students writing out a  What details about  This activity should be
8:10 character obituary. They have the option to write Mercutio’s death will you beneficial to those who
one for either Mercutio or Tybalt as both die in include? are kinesthetic or visual
the Act that students just finished reading (Act 3  What do you know about learners.
Scene 1). Obituaries should be a paragraph long Mercutio’s background?  Students who have
(6-7 sentences minimum).  How old was Mercutio when learning disabilities,
8:11-  Once students have completed the obituaries, he was killed? may have the choice to
8:15 they will have the opportunity to read them  Where did he die? write fewer sentences
aloud.  What details about Tybalt’s if necessary.
 If students have not completed this activity in the death will you include?
allotted amount of time, they will be asked and  What do you know about
required to complete it for homework. Tybalt’s background?
 How old was Tybalt when he
was killed?
 Where did he die?
Core Instruction Time
8:16-  Today’s lesson is occurring after students have  Is everyone comfortable  This activity will be
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8:40 already read the first three acts of the play, remaining in the parts they beneficial to students
Romeo and Juliet. Students will have just finished held during the in-class who are kinesthetic
Act 3 in the previous class session, so in this class readings of the play? learners, visual
session, students will be acting out Act 3 Scene 1  Do you have any questions learners, and auditory
of the play. Considering the fact that students about the performance (or learners.
were assigned parts for the previous in-class your part) before we get  Any students who are
readings of the play, students will remain in the started? not performing and
previously assigned parts for this. have difficulties seeing
8:41-  Students will break into groups (members or hearing, may move
8:45 determined by their choice) and discuss the closer to the front of
discoveries they made when reading these the room.
scenes from the play.
Closure Time
8:46-  Students will spend the last few minutes of class  What new revelations have  This may be beneficial
8:50 doing a freewrite. This freewrite will involve you made regarding the play to those who are
students writing about their acting/viewing since acting it out/seeing it kinesthetic learners.
experience during the class performance of Act 3 acted out by your peers?
Scene 1 of the play. If there is any time left,  Has this performance made
students will be given the opportunity to share you interpret the scene in a
what they wrote about in their freewrite. different way? Explain.
Contingency Time
 If there is an exorbitant amount of time
remaining at the end of class, students who did  Would anyone who did not
not get to share their character obituary earlier in get to share their character
the class, will have the opportunity to share obituary at the beginning of
them. class like to do so now?
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Content Area: Lesson Topic: Length (timing) of Lesson: 50 Minutes

English Language Arts Romeo and Juliet: Beginning Act 4
9th Grade
WV Standard(s):
ELA.9.18
Students will be able to analyze the text by working in collaborative groups and freewriting on the text so that they can better understand Romeo and Juliet.
Students will mainly be assessed through observation. The teacher will be observing the students as they read Romeo and Juliet and as they discuss the play in their
groups. The teacher will also be assessing the students through their freewrites. Both forms of assessment are to ensure that students are gaining a better
understanding of the play and its’ characters. It will help the teacher to know if she needs to revisit parts of the play in discussion to offer further clarifications.
PREPARATION
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Paper
Pen/Pencil
Computers (for meme generator access).
Popsicle sticks with students’ names written on them
Introduction 8:00-  Class will begin with students getting into  Is everyone familiar with  This activity may be
8:10 partners. Pairs will be determined by the luck of memes? beneficial to those who
the draw. The teacher, who already has student  Are there any questions are kinesthetic learners
names written on popsicle sticks, will draw names about this activity? as well as those who
to see who will be partnered with who. Once in are visual learners.
partners, students will be working with their
partners to create a Romeo and Juliet meme. This
assignment will be done on the computer.
Students will be allowed to use meme generators
for formatting purposes as well as for royalty free
8:11- images.
8:15  Once students have finished their memes, they
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will be given the opportunity to share them with

the class.
8:16-  Core Instruction will begin with a classroom  What do you think about the  The core instruction
8:40 reading of Act 4 Scenes 1 and 2 of Romeo and play’s recent events? should be beneficial for
Juliet. Students, since they have been reading this  What do you think about those who are
play for some time, will be reading the parts that Juliet and Paris’ impending kinesthetic learners,
8:41- they were assigned when they started the play. marriage? What do you think auditory learners, or
8:45  Following this, students will get into groups of Romeo’s reaction will be visual learners.
four (determined alphabetically by first name), when he finds out about the
and will discuss what they read aloud in class upcoming event?
today.  What do you think about the
friar? Should he be held
accountable for his actions
here?
Closure Time
8:46-  To conclude class, students will freewrite about  What do you think motivates  This activity may be
8:50 the questions: What do you think motivates Friar Friar Lawrence to try and beneficial to
Lawrence to try and help Juliet? In your opinion, help Juliet? In your opinion, kinesthetic learners.
were his actions wrong? If there is remaining were his actions wrong?
time in the class period, students will be given
the opportunity to share their answers.
Contingency Time
 If students were unable to finish the assigned  Would anyone like to share
reading in class, they will be finishing it for their meme from the
homework. Students are to write a paragraph beginning of class?
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summarizing what they read.

 If, on the other hand, there is extra time left in
class, students will be given the opportunity to
share their memes if they did not get to at the
beginning of class.

Act 4 Scenes 3 and 4
English Language Arts
9th Grade
WV Standard(s):
ELA.9.18
Students will be able to analyze the text by participating in class discussions and freewriting on the text so that they can better understand Romeo and Juliet.
The teacher will be assessing the students through observations and through their freewrites. The teacher will observe the students as they read the play and
participate in classroom discussions to ensure that they are understanding the play. The teacher will be reading their freewrites for the same reason. If the teacher
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discovers that the students are not understanding and comprehending the text as well as they need to be, the teacher can go back and revisit parts of the text for
further clarification.
PREPARATION
Paper
Pens/Pencils
Popsicle sticks labelled with student names
Introduction 8:00-  To start class, students will be getting into  Are there any questions  This activity should be
8:10 partners (determined by drawing popsicle sticks about the bumper sticker beneficial to students
with the students’ names on them). Once in activity? who are kinesthetic
these partners, students will be working together  If Romeo and Juliet took learners or visual
to create bumper stickers that are related to the place in present day, what learners.
play. Students can either create a bumper sticker bumper stickers might the
that is about a character or would be on a characters have on their
character’s car (if they had one). The teacher will
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be sure to show the students a couple of cars?

examples that are related to the play, so that the
students feel more confident in the assignment.
 Once students have completed their bumper
stickers, they will have the opportunity to share
8:11- their creations with the rest of the class.
8:15
8:16-  The main part of the class will involve the  Do you have any questions  This portion of the
8:40 students reading Act 4 Scenes 3 and 4 of Romeo about what we read in class lesson may be
and Juliet. The play will be read as a class, and today? Are you confused beneficial to auditory
students will be doing the reading as done about anything? and kinesthetic
previously. In other words, students will still be  What do you think about the learners.
reading the parts that they were assigned at the events that happened in this
beginning of the unit. section of the text?
8:41-  Following this, there will be a brief class  Have your opinions of Friar
8:46 discussion on what has happened in today’s Lawrence changed?
reading. Students will be given the opportunity to  What are your thoughts
voice what portions of the text they may have about the Tybalt-related
found to be confusing, so that the teacher can vision that Juliet has in scene
address the exact ideas they were perplexed by. 3? What do you think caused
it?
 What thoughts do you think
are running through her
folks’ heads during scene 4?
Closure Time
8:47-  To conclude the lesson for the day, students will  What are your thoughts  This activity may be
8:50 be doing a freewrite. This freewrite can either about the Tybalt-related beneficial to
encapsulate the thoughts the students have on vision that Juliet has in scene
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what happened in the day’s reading or can 3? What do you think caused kinesthetic learners.
answer the question: What are your thoughts it?
about the Tybalt-related vision that Juliet has in
scene 3? What do you think caused it? If there is
extra time in class, students will have the
opportunity to share what they wrote.
Contingency Time
reading in class, they will be finishing it for their bumper sticker form the
homework. Students are to write a paragraph beginning of class?
share their bumper stickers if they did not get to
at the beginning of class.
Act 4 Scene 5
9th Grade
WV Standard(s):
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ELA.9.18
The teacher will be assessing the students through observations and through their freewrites. The teacher will be observing the students during the reading of the scene
and during the class discussion to ensure that they are fully comprehending the text. The teacher will also be reading their freewrites for the same reason. Through
these forms of assessment the teacher can see if the students need her to revisit parts of the lesson for further clarification to increase their understanding.
PREPARATION
Paper
Pen/Pencil

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Introduction 8:00-  Class will begin with students getting into  Do you have any questions  This activity should be
8:10 partners (determined by the teacher drawing about the activity? beneficial to those who
popsicle sticks). In these groups, the students are  What moment from the text are kinesthetic learners
to take a short snippet from what has been read have you chosen to and visual learners.
so far in the play, and create a comic strip version transform into a comic strip?  People who have
of the moment. These moments do not have to  Would you like to share your disabilities that may
be long. Students can just take a few sentences of comic strip with the class? inhibit their completing
dialogue and turn them into a comic strip. the assignment in ten
Students will be permitted to use stick figures in minutes will be
8:11- the comic strip. permitted to work on
8:15  Once the time allotted for the comic strips is up, their comic strip during
students will have the opportunity to share their the sharing time as
comic strip with the class, detailing why they well.
chose that particular moment for the activity.
8:16-  Core instruction will begin with students pulling  Do you have any questions  This portion of the
8:40 out their copies of the play, Romeo and Juliet. about what we read during lesson may be
Today, students will be reading Act 4 Scene 5 of class today? Are there any beneficial to those who
Romeo and Juliet aloud as a class. Students will confusions with how it are kinesthetic or
still be reading the parts that they were assigned connects to what we have auditory learners.
at the beginning of the unit. read during previous class  Students will be asked
8:41-  Following this, there will be a class-wide sessions? to speak during the
8:45
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discussion on the conclusion of Act 4. Students  What do you think about discussion portion of
will be asked questions by the teacher and will be Peter’s interactions with the the class, but if a
permitted to ask any and all questions that they musicians? student is too nervous
have regarding the play. Students are encouraged  Was Peter’s request wrong? about it, they may take
to voice any confusions they have about Act 4 as  Should the musicians have one pass on answering
well as how it ties in with what has previously behaved differently? a question.
been read.
Closure Time
 To conclude the class session, students will  What do you think about
8:46-  This activity may be
complete a freewrite that pertains to what they Peter’s interactions with the
8:50 beneficial to those who
read in class today. Students have the option of musicians?
are kinesthetic or visual
narrowing down their freewrite topic, by
learners.
answering the question from earlier in the class
 During the potential
session, “What do you think about Peter’s
discussion portion
interactions with the musicians?” Upon the
following the freewrite,
conclusion of freewrite time, students may have
students who are not
the opportunity to share what they wrote about.
comfortable talking in
front of the class will
be given the option to
use their one pass on
answering questions.
To be clear, if the
student has already
used their pass during
the class period, they
may not use it now.
Contingency Time
reading in class, they will be finishing it for their comic strip?
homework. Students are to write a paragraph
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share their comic strips if they did not get to at
the beginning of class.

Characters
9th Grade
WV Standard(s):
ELA.9.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary text, interact with other characters, and
advance the plot or develop the theme.
Students will be able to examine characters through the Biopoem activity so that they can gain a deeper understanding of the characters with Romeo and Juliet as well
as the play as a whole.
The teacher will be assessing students through observation as they complete the activity. Additionally, the teacher will also be assessing students based on their
Biopoems and their freewrites. This is to ensure that students are understanding the play and the characters within it. This class’ main focus is on the characters within
the play, so the teacher will be taking special care to see how well the students are able to analyze the characters chosen for the Biopoem activity.
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PREPARATION
Paper
Pens/Pencils
Introduction 8:00-  Class will begin with students writing another  What circumstances  This activity may be
8:10 character obituary. This time, the students will be surrounding Juliet’s “death” beneficial to both
writing one for Juliet, as by the end of Act 4, she would be included? kinesthetic learners
is thought to be dead by all but Friar Lawrence,  What do you know about and visual learners.
who knows the truth. The students are to write Juliet’s backgrounds? Her  Students with learning
the obituary for Juliet as though she were family? disabilities may have
actually dead at that moment. Students should  How old was Juliet at the the option to write
think about what would be said about her by time of her “death?” fewer sentences if
loved ones. Obituaries should be at least a
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paragraph long (6-7 sentences minimum). necessary.

 Students will be given a chance to read the
8:11-
character obituaries they composed to the class.
8:15
8:16-  Main instruction will begin with students,  Are there any questions  This activity may be
8:30 individually, writing a Biopoem. Biopoems are about the assignment? beneficial to
biographical poems. Students will be given a  What character have you kinesthetic learners,
guided worksheet that will help them to properly chosen? visual learners, and
construct their Biopoems. For this assignment,  Who would like to read their auditory learners.
students are to pick a character from the play and Biopoem first?  Students who have
write a Biopoem on the character using the learning disabilities
guided worksheet. Students are encouraged to may be given an option
use the book/play for guidance if needed. to write fewer lines for
8:31-  Following this, we will go around the classroom, their Biopoem if
8:45 and each student will read their Biopoem to the needed.
class. When students read their Biopoem, they  Students who have
will have to come to the front of the classroom, auditory disabilities
where they will read their work to their peers. may be given the
opportunity to sit in
the front of the
classroom (if that is not
where they already sit
on a regular basis) for
the Biopoem readings.
Closure Time
8:46-  To conclude class, students are to compose a  What did you think about the  This activity may be
8:50 freewrite. This freewrite should detail their Biopoem activity? beneficial to
thoughts on the Biopoem assignment. Students  Did it help you to gain a kinesthetic learners
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should explain whether or not the assignment deeper understanding of the and visual learners.
gave them a deeper understanding of their character you chose to write
character of choice. If there is time remaining at about? Why or why not?
the end of class, students will be given the
opportunity to share what they wrote.
Contingency Time
 If there is extra time remaining at the end of class  Would anyone else like to
(considering the possibility that not many share their character
students will want to share their freewrites with obituary from today’s class?
the class), students who did not get to share their
character obituary at the beginning of class, will
get the opportunity to do so.
Act 5 Scenes 1 and 2
9th Grade
WV Standard(s):
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ELA.9.18
Students will be able to analyze the text by participating in group discussions and freewriting on the text so that they can better understand Romeo and Juliet.
Students will be assessed through observations (of the group discussions and class reading of the play) and through the teacher reading the freewrites completed by
students at the end of class. This will help the teacher to better understand how well the students are comprehending the play that way she can go back and revisit
points that need further clarification.
PREPARATION
Paper
Pens/Pencils
Shakespearean Insults Handouts

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Introduction 8:00-  Class will begin with the teacher passing out a  Does anyone have any  This activity may be
8:08 Shakespearean Insults handout. Students are to, questions about the activity? beneficial to students
individually, use this handout to craft with three who are kinesthetic
Shakespearean insults. learners, auditory
8:09-  Once students have created their three learners, and visual
8:12 Shakespearean insults, students will partner up learners.
with a person seated near them and share their  Students who have
Shakespearean Insults. learning disabilities
may have the option to
only create two
Shakespearean insults.
8:13-  The main focus of class will have the students  Do you have any questions  This reading may be
8:40 reading Act 5 Scenes 1 and 2. Students, using about what you read today? beneficial to those who
their copies of Romeo and Juliet are to read these  What do you think about the are kinesthetic learners
acts of the play out loud. Students will be reading plot progression? and/or auditory
the parts that they were assigned at the  What do you think about learners.
beginning of the unit. Romeo’s dream?  The group discussion
8:41-  Following this, students will break out into groups  How do you think Romeo’s may also be beneficial
8:45 (determined alphabetically by last name) to attitude towards his dream to those who are
discuss what they read that day. This is a time for changed when Balthasar gave auditory learners or
students to possibly gain a deeper understanding Romeo the new about Juliet’s kinesthetic learners.
of the play by talking to their peers about parts
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they may not have fully comprehended at the apparent death?

time of reading.  The play stops before
anything is discovered about
what happens to the
Apothecary following Romeo
and Juliet’s deaths. Do you
think that anyone figured out
where Romeo got the vial of
poison? If so, what do you
think happened to the
Apothecary after he was
found out?
Closure Time
 In Scene 2 we see Friar
8:46-  To conclude class, students are to do a freewrite.  This activity may be
Lawrence’s reaction to
8:50 This freewrite will have the students writing beneficial to both
finding out that Romeo did
about the following statement: In Scene 2, we kinesthetic learners
not get his letter alerting him
see Friar Lawrence’s reaction to finding out that and visual learners.
to Juliet’s fake death. What
Romeo did not get his letter alerting him to
thoughts and emotions do
Juliet’s fake death. What thoughts and emotions
you think are running
do you think are running through the friar’s mind
through the friar’s mind upon
upon this discovery? If there is time remaining in
this discovery?
class following their conclusion of the freewrite,
students will have the opportunity to share what
they wrote about.
Contingency Time
reading in class, they will be finishing it for their Shakespearean insults
homework. Students are to write a paragraph with the entire class?
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share their Shakespearean insults with the entire
class.

Act 5 Scene 3
9th Grade
WV Standard(s):
ELA.9.18
Students will be assessed through the observation of the class reading, the observation of the class discussions, and through the freewrites they complete at the class’
conclusion. This will help the teacher to better understand how well the students understand the play and the plotlines within it. If students are not comprehending the
material at the proper level, the teacher can go back and revisit sections for further clarification.
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PREPARATION
Pens/Pencils
Paper
Introduction 8:00-  Class will begin with students pulling out their  Are there any questions  This activity may be
8:10 copies of Romeo and Juliet. They will be working about the activity before you beneficial to
on an activity that calls for them to translate a get started? kinesthetic learners
moment from the play, what has been read so  Would anyone like to share and auditory learners.
far, and rewrite it as either a text conversation or their text/Tweet?  Students with learning
a string of Tweets. Their translations must be of a disabilities may have
moment that includes a discussion. This is to be the option of doing a
done in partners (determined by the teacher moment that just
drawing popsicle sticks). includes one person
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8:11-  Then, students will have the opportunity to share talking rather than
8:15 their creations with the entire class. multiple people talking.
8:16-  Main instruction will begin with students getting  What did you think about the  This portion of the
8:35 out their copies of Romeo and Juliet. During class ending of the play? Do you lesson may be
on this day, students will be completing the play, think that Shakespeare beneficial to
as they will be reading Act 5 Scene 3 of Romeo should have ended it kinesthetic learners
and Juliet. This will, like with the other readings, differently? and auditory learners.
be a classroom reading of the play. Students will  What do you think will
be reading the same parts that they were happen to Friar Lawrence if
8:36- assigned on the first day of the unit. his involvement with the
8:45  Following their reading of this scene, there will be situation is discovered? How
a class discussion of both today’s reading and do you think you feels upon
how it connects to the rest of the play. later finding out that when
he left Juliet, alive and well,
in the tomb, she killed
herself? Do you think he will
have a great deal of guilt?
 What do you think about the
scene between Romeo and
Paris in the tomb?
 How do you think the
families will react when they
discover the bodies of
Romeo, Juliet, and Paris?
How will they react when
they find out they were
deceived by Juliet?
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Closure Time
8:46-  To conclude class, students will do a freewrite.  What are your feelings  This activity may be
8:50 This freewrite will encompass their thoughts on towards the play’s beneficial to
the ending of the play. Students can write about conclusion? kinesthetic learners
their feelings on it or can write about what they  What reactions do you think and visual learners.
think would happen if the play went on for the public will have upon the
another Act, giving insight into the reactions of discovery of the three
others upon the discovery of the bodies. If there bodies?
is time remaining, students will have the
opportunity to share their responses with the
class.
Contingency Time
 If the reading takes longer than the allotted time,  Are there any last minute
the class discussion will be cut short, as it is questions?
important that students find out the play’s
conclusion during this class session.

Students Rewrite the Play’s Ending
9th Grade
WV Standard(s):
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ELA.9.3
Students will be able to analyze the play’s characters and their choices by rewriting the play’s ending, so that they can better understand Shakespeare’s choices and his
characters.
Students will be assessed through observations of how well they complete the activity. They will also be assessed based on the teacher’s reading of their freewrites and
their play ending rewrites. This will help the teacher to see how well the students comprehend the play, its’ characters, writing, and plot reconstruction. The teacher will
then be able to see what content she may need to revisit and clarify in order for the students to comprehend all this at the proper level.
PREPARATION
Paper
Pens/Pencils
Computers
Romeo and Juliet vocabulary master list

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Introduction 8:00-  To begin class, students will partner up (partners  Does anyone have any  This activity may be
8:15 determined by their choice) and make a one- questions about the activity? beneficial to those who
entry illustrated dictionary. This is an abridged  Can I get a couple volunteers are kinesthetic learners
version of the original activity, so instead of to share their one-entry and visual learners.
making an entire booklet of vocabulary words, illustrated dictionary?  Students who have
the students only have to make one page with learning disabilities,
one vocabulary word. The one vocabulary word may have the option to
on the page will come from the master list of only write one
vocabulary words for this unit. The students synonym for the
already have a copy, for they were each given vocabulary word,
one at the beginning of the unit. Students who rather than two. They
lost their sheet can get a new one from the may also use a
teacher. This activity will have the students, on thesaurus for
one page, writing down a vocabulary word of assistance in this if
their choice (the only condition is that it must needed.
come from the master list of vocabulary words
for this unit), the definition of the vocabulary
word, two synonyms of the word, a sentence
where they correctly use the vocabulary word,
and an illustration that depicts the vocabulary
word.
8:16-  Students will then have the opportunity to share
8:20 their one-entry illustrated dictionary with the
class.
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8:21-  To begin the main part of the class, students will  Are there any questions  This activity may be
8:35 be working on an activity that has them, about the activity? beneficial to
individually, rewriting the ending to the play.  In your version, do Romeo kinesthetic learners
Students can pick a pivotal moment in the play, and Juliet still die? Do they and visual learners.
change it and the following plot points survive?  Students who have
accordingly. They will be doing this in a prose  What about Paris? learning disabilities will
form rather than the original dialogue laden  Did Friar Lawrence take be given the option to
version (basically a few paragraphs on how they different actions? write a shorter, one
would change it). When students are changing  Would anyone like to share paragraph rewrite of
the ending they should take into account the their plot changes with the the ending.
following questions. Do Romeo and Juliet die in class?
your new version? Do the survive? What about
Paris? Students, thought they are doing this
assignment individually, are permitted to talk
with their neighbors (classmates) and bounce
8:36- ideas off of one another.
8:40  Students will then spend a few minutes sharing
their final product with their neighbors.
8:41-
 Following this, students will have the opportunity
8:45
to share their final product with the entire class.
Closure Time
8:46-  To conclude class, students will be writing a  Would anyone like to share  This activity may be
8:50 freewrite. This freewrite will encapsulate their their freewrite with the beneficial to
feelings towards this activity and the new endings kinesthetic learners
McCloy 28
the heard today. If there is remaining time at the class? and visual learners.
end of class, students will be given the option to
share their responses, under the condition that if
they say anything about a peer’s work, they are
polite.
Contingency Time
 If there is time remaining at the end of class,  Would anyone who has not
students will have the option to, if they did not shared their one-entry
get to earlier, share their one-entry illustrated illustrated dictionary with the
dictionary with the class. class like to?
Content Area: Lesson Topic: Romeo and Juliet: In Length (timing) of Lesson: 50 Minutes
Class Debate
9th Grade
WV Standard(s):
ELA.9.1
Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the literary text.
Students will be able to hold a debate about the play with their classmates by studying Romeo and Juliet for the necessary evidence to argue their points so that they
McCloy 29
can gain a better understanding of the play.
Students will be assessed through observation (of the debate) and the freewrites they submit at the class’ conclusion. This will help the teacher to understand how well
the students are at analyzing the text for information, retaining details from the play, how well the students understand the play, and how well the students do at
debating with their peers. If necessary, the teacher can revisit certain points of the play for further clarification in order to ensure the students are comprehending the
play well.
PREPARATION
Paper
Pens/Pencils
Computers
Kahoot Quiz: https://create.kahoot.it/share/romeo-and-juliet-trivia/dbca0d75-a59b-41f1-957c-cecde8afe509


McCloy 30
Introduction 8:00-  Class will begin with a Kahoot Quiz (link found  Is everyone on the Kahoot?  This activity may be
8:10 above). This will require students to use their Are you ready to start? beneficial to those who
computers, go to Kahoot, and type in the code are kinesthetic
that the teacher projects at the beginning of learners, visual
class. This quiz is on Romeo and Juliet, and will learners, and auditory
test basic student knowledge on the play in a fun, learners.
entertaining way for both the teacher and the  Students with visual
students. impairments may sit in
the front of the room
for this activity, if they
do not already do so.
8:11-  Main instruction for the day will have the  Are there any questions  This activity may be
8:14 students having a debate on whether or not about how the debate will beneficial to
Romeo and Juliet is the great romance story it is work? kinesthetic learners
made out to be. The class will be broken up  How many people does and auditory learners.
evenly into two groups. Once in their groups, Romeo kill during the play?  Students who have
each group will send a representative to the front  Is Romeo and Juliet the great learning disabilities are
of the classroom. Once there, the representatives romance story it is made out only required to
will be posed a question about the play (How to be? Why or why not? contribute vocally to
many people does Romeo kill during the play?). the debate once, but
The group with the first representative to get the they are encouraged to
correct answer will have first choice at which side try to contribute more
of the debate they will argue. than that if they want
8:15-  Once this has been determined, the students will to.
8:25 have ten minutes to, in their groups, find
evidence from the novel to back up their
McCloy 31
8:26- argument.
8:40  Then, the students will have a debate with the
teacher acting as moderator, keeping the debate
on track and polite enough. Each student is to
contribute vocally during the debate.
Closure Time
8:41-  To conclude class, students are going to write a  How did you feel about the  This activity may be
8:45 freewrite about the debate, how they thought it debate? Do you think it went beneficial to
went, and whether or not they agreed with the well? Did you have fun? kinesthetic learners
point they were arguing.  Did you agree with the point and auditory learners.
8:46-  Then, we will go around the room and each your group was arguing for?
8:50 student will share at least part of their response
with the class.
Contingency Time
 If there is extra time at the end of the class  Are there any questions
session, the teacher will pass out the assignment about your final project?
sheet and rubrics for the summative assessment.
If there is not extra time at the end of the class
session, the teacher will wait and introduce the
assignment on the next class day.

Summative Assessment/Final
McCloy 32
English Language Arts Project for Unit
9th Grade
WV Standard(s):
ELA.9.3
Students will be able to explore the characters within Romeo and Juliet by doing the video project, so that they can better understand the play as a whole.
Students will be assessed through observations of how well they work in groups, plan for the video project, and extrapolate the necessary information from the play.
Students will also be assessed through their freewrites. The teacher will be using these assessment methods to better understand where the students are at in the
project and how well they understand the text and the characters within it.
PREPARATION
Romeo and Juliet
Summative Assessment Assignment Sheet
Summative Assessment Project Rubric
Summative Assessment Project Reflection Rubric
Paper
Pens/Pencils
Computers
McCloy 33
Camera of some type

Introduction 8:00-  Class will start with students making a fake  Would anyone like to share  This activity may be
8:10 National Enquirer-esque tabloid headline to go their headline? Their article? beneficial for
with the events of the play. After students create  What headlines did you come kinesthetic learners
their headlines they are to write a small two up with? and visual learners.
8:11- paragraph long story to go with it.  Students who have
8:15  Students will have an opportunity to share their learning disabilities
headlines with their classmates following this. may have the option to
only write a one-
paragraph long article
instead of a two-
paragraph long article.
If they don’t have it
finished in the allotted
time, they can work on
it during the sharing
time.
McCloy 34
8:16-  The core instruction portion of the class will begin  Are there any questions  This project may be
8:25 with the teacher passing out the summative about the final unit project? beneficial to
assessment/final unit project assignment sheet  What scene would your kinesthetic learners,
and the rubrics that go along with it. The teacher group like to do? visual learners, and
will be explaining the project guidelines that are auditory learners.
written out on the summative assessment  Students who have
assignment sheet. The project requires students learning disabilities,
to work in groups of 4-5 people, as they work and may find the
together to make a video interpretation of one reflection essay to be
scene from the play. Each group must pick a too much, will have the
different scene. The video projects can be in the option to only write ¾
form of a traditional video, a stop-action short of a page instead of 1-2
film, or a silent short film. Students will have pages on the
three days of class time to work on this assignment.
assignment. Then, they will have to present their
videos to the rest of the class and the teacher on
the final day of class. Students will also have to
complete a reflection on the process. Details are
8:26- on the assignment sheet.
8:45  After the teacher explains the entire project, the
students will be broken up into their groups
(determined by the drawing of popsicle sticks).
Then, the students are to begin working on the
project. They should start by planning out the
scene they will be doing, claiming it, and
coordinating with their group members. The
students may start the video process on this class
day if they are ready to.
Closure Time
8:46-  Class will conclude with students, individually,  Would one person from each  This assignment may
8:50 writing a freewrite that details where their group group like to share their be beneficial to
McCloy 35
is on the project and what their plan is. If there is freewrite? kinesthetic learners
time at the conclusion of class, one person from and visual learners.
each group can share their freewrite.
Contingency Time
 If there is remaining time at the end of class,  How much more planning
students can go back to planning/working on does your group have left
their final unit projects/summative assessment. before you begin filming?

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McCloy 1

COEPD LESSON PLAN TEMPLATE DAY 1

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Core Instruction Time

COEPD LESSON PLAN TEMPLATE DAY 2

Teacher Candidate: Rebekah McCloy

Content Area: Lesson Topic: Length (timing) of Lesson: 50 Minutes

*Highlight BLUE for materials/GREEN for technology

*Highlight PINK for instructional strategies

*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

will be given the opportunity to share them with

Core Instruction Time

summarizing what they read.

COEPD LESSON PLAN TEMPLATE DAY 3

Copies of Romeo and Juliet

Popsicle sticks labelled with student names

*Highlight BLUE for materials/GREEN for technology

*Highlight PINK for instructional strategies

*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

be sure to show the students a couple of cars?

Core Instruction Time

COEPD LESSON PLAN TEMPLATE DAY 4

Teacher Candidate: Rebekah McCloy

Copies of Romeo and Juliet

Popsicle sticks labelled with student names

*Highlight BLUE for materials/GREEN for technology

*Highlight PINK for instructional strategies

*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Core Instruction Time

summarizing what they read.

COEPD LESSON PLAN TEMPLATE DAY 5

Copies of Romeo and Juliet

Popsicle sticks labelled with student names

*Highlight BLUE for materials/GREEN for technology

*Highlight PINK for instructional strategies

*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

paragraph long (6-7 sentences minimum). necessary.

Core Instruction Time

COEPD LESSON PLAN TEMPLATE DAY 6

Teacher Candidate: Rebekah McCloy

Copies of Romeo and Juliet

Shakespearean Insults Handouts

*Highlight BLUE for materials/GREEN for technology

*Highlight PINK for instructional strategies

*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time

Core Instruction Time

they may not have fully comprehended at the apparent death?

 If, on the other hand, there is extra time left in

COEPD LESSON PLAN TEMPLATE DAY 7

Copies of Romeo and Juliet

Popsicle sticks labelled with student names

*Highlight BLUE for materials/GREEN for technology