Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Mabini
MABINI COLLEGE OF BATANGAS INC.
Poblacion, Mabini, Batangas

DETAILED LESSON PLAN IN ROMEO AND JULIET

I. OBJECTIVE

At the end of the lesson, the students should be able to:

a) identify the major themes of the story;
b) arrange the scenes in chronological order;and
c) recognize the relevance of the theme "tragic love" in
Shakespeare's Romeo and Juliet to the lives of teenagers.

II. SUBJECT MATTER

Topic: Romeo and Juliet

References: through Anglo-American Literature

https://www.google.com/search?
q=+romeo+and+juliet+story&sxsrf=ALeKk0273SDXwoSE
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jlqTIDg&oq=+romeo+and+juliet+story&gs_lcp=Cgdnd3Mt
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gAMgIIADICCAAyAggAMgIIADICCAA6CgguELEDEEMQ
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AcAJ4AIABjQGIAYkIkgEDMy42mAEAoAEBqgEHZ3dzLX
dpesABAQ&sclient=gws-wiz&ved=0ahUKEwjyp-
qzkrTwAhV57XMBHSMLCekQ4dUDCA4&uact=5

Materials: Laptop, PowerPoint Presentation,

Value Focus:
1. Cooperation
2. Literary Appreciation
 III. PROCEDURE

A. Learning Activities
Teacher’s Activity Student Activity

1. Opening Prayer

“Everybody, kindly stand for a short opening (Student pray)

prayer.”
“Mr.Matias can you lead the prayer”

2. Greetings

“Good morning, class!’’ Good morning, Ms.Ortega

“Okay, take your seat.” “Thank you!”
“Your welcome!”
“Hi everyone! How are you today?” “We are pretty good Ma’am.”

“Alright! So are you excited to what we are going “Yes, we are!”

to learn today?”
“That’s absolutely great!”

3. Checking of Attendance)
“Say present as I call your name” (Student will say present when name has been
“No one is absent, Very Good” called.)

B. Development Activities

1. Motivation

Before we proceed with our topic for today, we

will first have an activity. I will divide the class
into 3 groups. The 1 row will be the group 1,
st

the second row will be the group 2, and the

last row will be the group 3. (Students follow)

Do I make myself clear? “Yes teacher”

 Very good!

But first, listen to my instructions. Each group

should have one representative and each
representative will pick a phrase that I have
prepared. The 3 phrases are not complete so
each group will be given40 seconds to
complete the sentence. If the group did not
get the answer correctly, the other groups
can steal and thus get the points

Do I make myself clear? “Yes teacher”

Okay, All representatives please come in front,

and pick your phrase. (Representatives follow)

At the count of 3, we will start the activity.... 1, 2,

3Go!

Forcefulness of ____________ Love

Love as a Cause of ____________ Violence
Individual versus __________ Society

1. Lesson Proper

Today our topic is a story entitled, “Romeo and “Yes teacher”

Juliet” Have you heard it before?
Will you share with us your insights about the (answers may vary)
story?

This is a tragedy story written by William

Shakespeare also known as the "Bard of Avon,"
He is often called England's national
poet and considered the greatest dramatist
of all time. Shakespeare's works are
known throughout the world, but his personal
life is shrouded in mystery. “Romeo and Juliet”
was among Shakespeare's most popular plays
during his lifetime. It is all about young star-
crossed lovers whose deaths ultimately
reconcile their feuding families.

Do I make myself clear? “Yes teacher”

Okay, then who is the author of the story?

The author of the story is William
Shakespeare teacher

Very good! You’re listening.

From the activity a while ago, I have given you 3

phrases right? “Yes teacher”

What are the three phrases again?

The three phrases are Forcefulness of love,
Love as a cause of violence and
Independent verses society teacher.

Very good!

As you can see in the slide, these three phrases

are the themes of the story.

Number 1 is Forcefulness of Love; it is a

powerful love that sometimes brings you down
for the sake of your love one.

Will you give me another meaning of

forcefulness of love? (answers may vary)

Number 2 is Love as a Cause of Violence;

It depicts the downfall of two lovers who are
willing to sacrifice things just for each other.

Will you give me another meaning of love as a

cause of violence? (answers may vary)

And Number 3is the Independent verses

Society, which involves the lovers’ struggles
against public and social institutions that
either explicitly or implicitly oppose the
existence of their love

.Do I make myself clear?

“Yes teacher”

Ok then, let’s proceed to the main characters of

the story.

But first, I have here a power point presentation

in order for you to see the pictures of the “Yes teacher”
characters and their descriptions. Please
don’t forget their characterization so it will be
easy for us to identify them as we read the story
later

.(Characters will be shown in the slides)

All in all there are 11 main characters in the “Yes teacher”

story. Right class?

To see if you really listened a while ago. Again,  Juliet

who are the characters in the story?  Romeo
 Paris
 Benvolio
 Mercutio
 Tybalt
  Lady Capulet
 Montague
 Capulet
 The Nurse
 Friar Lawrence

You’re listening. Very good!

(Students get each an handout)

We can now proceed in reading he story. But
first, let me distribute the handouts.

To help you understand the story well, I

have prepared a film of “Romeo and Juliet” in
order for you to see the scenes or the actions
while I read the story.

(The story is in the handout)

After reading the story,

Old Capulet does not want to let Juliet

 Why do you think Old Capulet wants someone coming from his enemy’s family.
Juliet to marry Count Paris instead of
Romeo?

Very good!

(answers may vary)

 Are you willing to sacrifice your life just for

the person you love?
(answers may vary)
 Do you consider your family when
choosing a partner-whether your family
will approve of your partner or not. Or do
you just pick someone without
considering your family?

(answers may vary)

 If you were Romeo or Juliet and you were
caught in a similar situation, how would
you have handled or solved the conflict
so as not to have a tragic ending?
Application

Let’s find out how well you understand the

story of Romeo and Juliet,

.
1.How was the story told?

2 .In Romeo and Juliet, which is more powerful:

fate or the characters’ own actions?

III. EVALUATION

The class will be divided into 2 groups and each group will arrange the
story in chronological order. First, each group needs to find the story
boards inside the classroom. A storyboard is a sequence of pictures
used to plan the order of an action and events in a story. After that, they will
stick the storyboard in front with the proper arrangement of the scenes in the
story. The storyboards of group 1 are in my left side of the room, while the
storyboards of group 2 are in my right side of the room. Each group will be
given 10minutes to find and arrange the scenes of the story.

IV.ASSIGNMENT
Select a motif from the play and explain what message or messages that helps you
the most:

1. Dreams and Premonitions

2. Lightness/Darkness
3. Trust/Advice
4. Contrasting perspectives

Prepared by: Checked by:

ANDREI B. ORTEGA Mrs. MELBA A. MARASIGAN

Practice Teacher Subject Teacher