In Class Work and Activities

I will introduce Romeo and Juliet by William

Shakespeare and provide students with a
copy of the text and a CHARACTER CHART
that they will keep with them to keep track
of the characters that they are introduced
to to turn in at the end of the unit (as a
completion grade). Before beginning, I will
ask students to use a phone or internet
device to complete an OPINIONNAIRE about
their thoughts on love and other themes we
will see in the text. After discussing the
results of the opinionnaire with the class, I
will explain the historical setting and time
M, 8-8:45 period of R&J.

We will begin class with a WORD SCRAMBLE

PREDICTION that students will write and
arrange in their journal and then I will ask
that at least 3 students share their
predictions. After this we will read 1.1.
outloud together to get comfortable
reading and understanding Shakespeare's
language and discussing the fued taking
place in Verona. Discuss who the Capulets
and Montagues are and where there fued
T, 8-8:45 derived from.

Begin class by having students get with a

partner to discuss their summaries of 1.2
and then come to the large class group to
further dicuss together. From here, ask that
students pair with another group (to have
groups of 4) and ask that students read 1.3
W, 8-8:45 with one another.
 To start class, have 5 students volunteer to
share their questions from their homework
the night before. Write all 5 on the board
and ask that students choose one to write
about briefly in their journal. After about 5-
10 mins of writing, have students get into
groups based on the question that they
chose to write a response to to discuss and
see differing thoughts and opinions. Next,
finish up Act 1 in class by assigning
characters to specific students to read 1.5
outloud. Discuss the importance of Romeo
and Juliet meeting for the first time and the
TR, 8-8:45 "true love" that sparked here.

Today's activating activity will be to provide

each student with a sticky note on their
desk and ask that they write a 5 sentence
summary of Act 1 on the sticky note. Once
finished, there will be a specific area on the
wall labled "ACT 1" that I will ask the
students to stick their summaries under.
After everyone has put their summary on
the wall, have students come up again and
pick a summary that they did not write.
Have students read over them and get 3
volunteers to share their summaries if they
think they have a particularly good
summary. Use this to stimulate large class
discussion to come up with what students
feel the overall theme in Act 1 was. Once
we have determined a theme they saw in
Act 1, have students create a WEB CHART
individually that pulls at least 4 quotes from
the text that support that theme explaining
how. This should be turned in before
F, 8-8:45 students leave class that day.
 To begin class, hear from a few students
summarizing what they read for homework.
We will read outloud 2.2 together to discuss
the balcony scene and then will watch clips
from the 1968 Zeffirelli and 1996 Luhrmann
films. Before reading and discussing,
students will be given a COMPARE AND
CONTRAST sheet to note similarities
between the films and text and differences
M, 8-8:45 between the films and text.

Today, ask that students get in groups of 4

to discuss 2.3 and answer 4 questions on
the board relating to the scene and Romeo's
love for Juliet and Rosaline, Friar Lawrence's
hesitation about R&J, Romeo's reasoning to
want to marry Juliet, and how student's
think this could go and whether they
believe Romeo to love Juliet or not. Their
activity will be to REWRITE the scene using
modern day English rather than
Shakespeare's Elizabethan. Once finshed,
have students switch scripts with another
group to read their rewrites. Finally, allow
groups that are willing to share with the
T, 8-8:45 class as a whole.

Answer in a journal, "Are you skeptical of

Romeo's love for Juliet? Why or why not?"
Hear 3 responses outloud to have a
discussion about the chain of events in 2.4
and whether we think Romeo really loves
Juliet and understands what it would mean
to marry him. After group discussion, we
W, 8-8:45 will read 2.5 outloud in class.

With Romeo and Juliet being so close to

high school students's age, I will ask that for
their bell ringer they imagine what their
lives would be like if they were married at
this exact moment and if they think they
would be capable of love and write in their
journal. No one needs to share these with
the class unless they feel comfortable
enough to. This will lead us in to reading 2.6
outloud when Romeo and Juliet are married
by Friar Lawrence. Class discussion about
the events will take place following the
TR, 8-8:45 reading.
 Begin class with the 10 questioned quiz I
announced yesterday. This should take no
longer than 15 minutes. After quizzes are
complete, we will engage in a creative
writing activity. Ask that students choose 1
of 2 options: A letter from Romeo to Juliet
when he could not see her or a letter from
Juliet to Romeo when she could not see
him. Both should revolve around their love
for one another in some way. These are
meant to be creative and fun, students can
write them in a way that alters the story or
how they think a letter would have went
adhering to the events in the story. Turn
F, 8-8:45 these in at the end of class.

To start off this week I will explain what we

will be doing to the class. Students will be
put into 5, even, groups (1 for each scene
from Act 3) to really analyze their assigned
scene. Each group will become "experts" on
their scene and we will present these to the
class beginning Wednesday. 3 Groups will
present on Wednesday and 2 on Thursday
(or vice versa is time does not permit or this
can extend into Friday if time did not
permit). Taking a JIGSAW approach to Act 3
allows for students to become teachers and
dig a little deeper into their assigned scene.
After assigning the 5 groups, we will go to
the computer lab to allow students time to
look up an additional sources needed as
well as software to create their
presentation. All of class time today and
Tuesday will be dedicated to this. Students
should be prepared to ask their classmates
to do a journal/creative writing assignment
for each Act, so have the prompts be
approved by me beforehand. I will be
available to help students over the course
of the 2 days in the computer lab. These
presentations will be a formative
assessment and should be no less than 5-10
minute presentations. These will be graded
on organization, content, meeting time
requirements, and the inclusion of a writing
M, 8-8:45 prompt.
 Students will meet in the computer lab to
continue working on their presentations for
the entire classtime. I will be there to help
aid students in anything that they need.
Student's prompts/creative writing
examples should be approved by me by the
T, 8-8:45 end of class.

Today, Scenes 1-3 Groups will present to

the class. Each writing assignment will be
collected to ensure peer participation and
on-taskness. Students should also write 3-5
sentences on what each group had to say in
their presentations. These will be collected
W, 8-8:45 at the end of all 5 presentations.

Today, Scenes (maybe 3) 4-5 will present to

the class. Each writing assignment will be
collected to ensure peer participation and
on-taskness. Students should also write 3-5
sentences on what each group had to say in
their presentations. These will be collected
tomorrow (Friday) and should contain
information from all scenes that you did not
TR, 8-8:45 teach (so 4 in total).

As students enter class I will take up their

summaries and writing assignments from
the student presentations. Ask students to
organize their desks into a big circle to have
a ROUNDTABLE TALK so we can go back and
discuss some of the big events that
happened in Act 3. We will discuss Romeo
killing Tybalt, Romeo's banishing from
Verona, The message Juliet asks Nurse to
relay, Friar Lawrence suggesting Romeo run
to Mantua, Paris wanting to speed up the
wedding to Juliet, Juliet refusing to marry
Paris, and how Nurse suggests that Juliet
F, 8-8:45 forget about Romeo
 Start this week off with a journal that asks
students to predict what they think will
happen in Act 4. We will not read these out
loud in case someone read ahead and
already knows, but students will use this to
foreshadow. Also provide students with an
ANTICIPATION GUIDE for Act 4 as this act
has some pretty big events happen. After
about 10 minutes of writing and another 10
reviewing the guide we will read 4.1 out
loud. Discuss Friar Lawrence's involvement
M, 8-8:45 and if Juliet is making a rash decision.

Begin class sharing with a neighbor your one

comment and one question. Read 4.3 to
discover that Juliet is forced to take the
potion a night early and have a large group
T, 8-8:45 discussion.

For class today watch about 15 minutes of

the 1968 and 1996 films. Watch the scenes
that deal with Juliet receiving the potion
from Friar Lawrence, Juliet taking the
potion, and Romeo getting the message late
to observe the differences in the films and
text. Create a VENN DIAGRAM comparing
one of the movies to the actual text. Include
at least 3 things under each heading. These
should be brought back to class tomorrow if
W, 8-8:45 not finished in class for homework.

Collect Venn Diagrams. Read out loud 4.5

and go by row and column (in order) to
have each student read at least one line out
loud. After reading 4.5 and hearing plans to
turn Juliet's wedding into a funeral, journal
about what you would do if you were Friar
Lawrence and hearing all of this news and
how you think Romeo will react to this
TR, 8-8:45 news. This is meant to be creative.
 Ask students to vote on which film they
would like to watch this day. Majority vote
will result in which film we will spend the
class time watching. Only condition is that
students must keep a sheet out to note any
differences they see in the film that they
must give me before leaving the class. We
will not finish the film in its entirety today,
F, 8-8:45 but will after we finish the text in full.
Objectives

SWBAT identify relevant elements of the time period in

which Romeo and Juliet is set
SWBAT provide their opinions on things they agree and
disagree with that we will see in R&J

SWBAT make predictions based off a sequence of words

relating to a text.
SWBAT read Shakespeare outloud.

SWBAT discuss summaries with a partner.

SWBAT read Shakespeare aloud in a group setting.
SWBAT read and listen to Shakespeare as classmates take
on the role of a specific character in the text.
SWBAT share opinions and journals with a partner to learn
from one another.

SWBAT write a summary of a Shakespearean Act from R&J

SWBAT create a web chart that identifies a theme present
in the first act with supporting quotes for this theme
SWBAT participate in large class discussion of a text
SWBAT identify similarities and differences between
different versions of the same text

SWBAT translate Shakespeare's language to modern day

English
SWBAT use creative thinking skills while working in groups

SWBAT share opinions on love and how characters in the

text experience and show love SWBAT
have large group discussions within a classroom about an
assigned text

SWBAT make connections from their personal lives to a

relatable text.
SWBAT recall main events and themes from a text
SWBAT write creatively and pretend to be one of the lead
characters from the text

SWBAT collaborate with peers to examine a scene in

further depth
SWBAT use technology to create a presentation to share
with the class
SWBAT use technology to create a presentation
summarizing a piece of a text
SWBAT collaborate with peers to examine a piece of text

SWBAT use technology to present information about a

piece of assigned text
SWBAT respond creatively to a prompt

SWBAT use technology to present information about a

piece of assigned text
SWBAT respond creatively to a prompt

SWBAT engage in meaningful class discussion to better

analyze and understand the actions and events of a text
SWBAT use previous events from a text to foreshadow what
is to come in a text

SWBAT interpret and understand Shakespearean text and

language in a play.

SWBAT use a Venn Diagram to compare and contrast

different versions of a specific text.

SWBAT write creatively based on previous information a

text shows
SWBAT analyze a film versus its textual version and identify
their differences
Homework

No homework this night.

Ask that students read 1.2 for homework and write a one
paragrpah summary of the scene to bring to the following class
for discussion

Ask that students read 1.4 for homework and write ONE
QUESTION, ONE COMMENT about the Queen Mab speech
(specificially) to bring back to class the next day.
No assigned homework, but this will give students the chance to
catch up on their CHARACTER CHARTS and the opportunity look
back over anything they are still unsure about in the act.

If time was cut short due to discussion, have students finish their
web charts for homework and ask that students read The
Prologue, 2.1 and, 2.2 over the weekend. For both acts, ask that
students return with a one paragraph summary in their journals
for each.
For homework, have students read 2.3.

Read 2.4 for homework and complete a 3-2-1 CHART making

note of 3 things you liked from the scene, 2 things you are still
wondering about (this can even be a predicition), and 1 takeway
from the text.

No homework will be assigned for this night.

Tell students that for tomorrow we will have a short 10 question

quiz on Acts 1 and 2 and ask that they study and reread over
their journals and summaries from the Acts to prepare for
tomorrow's quiz. There will be 5 questions on each Act, this will
be all multiple choice and a formative assessment.
Students should read and be familiar with Act 3 over the
weekend. Write a 1 paragraph summary for each scene.

No homework will be assigned, make sure students know to go

to the computer lab for tomorrow's class.
Groups doing Scenes 1-3 should be prepared to present their
scene to the class tomorrow.

No homework, groups (3?) 4-5 should be prepared to present

tomorrow. Students can work on their summaries if need be.

No homework, students should ensure that their summaries are

complete as well as their creative writing prompts to turn in
tomorrow.

No homework, enjoy your weekend!

For homework ask that students read 4.2 and return to class
with one question one comment on the scene.

No homework for tonight.

Complete Venn Diagrams from class. Read 4.4 for homework.

Note anything in the text that you had trouble with.

No homework for tonight.

Read 5.1 over the weekend and come back to class with a one
paragraph summary written in your journal. We will trade and
review peer's summaries on Monday.