Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher: Mr. Samuel Black Grade-Level: 9th Lesson Date:

04/05/2022

Title of Lesson: Romeo and Juliet (pt. 6) Cooperating Teacher: Mrs. Moore

Core Components
Subject, Content Area, or Topic
English Literature 9
Student Population
16-28 male/female students
Learning Objectives
TSW in fiction texts, students will apply knowledge of literary terms and analyze a variety of
genres.
TSW continue to expand vocabulary using the structural analysis of roots and affixes to
understand complex words.
TSW understand that figurative language enriches text.
TSW read and engage with the play Romeo and Juliet.
TSW understand that context and connotations help determine the meaning of text.

Virginia Standard(s) of Learning (SOL)

9.3 The student apply knowledge of word origins, derivations, and figurative language to extend
vocabulary development in authentic texts.
a) use structural analysis of roots, affixes, synonyms, and antonyms to understand complex
words b) Use context structure, and connotations to determine meanings of words and phrases.
9.4 The student will read, comprehend, and analyze a variety of fictional texts including
narratives, literary nonfiction, poetry and drama.
a) Identify the characteristics that distinguish literary forms
b) Explain the relationships between and among elements of literature: characters, plot,
setting, tone point of view
c) Interpret how themes are connected across texts
d) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices
to convey a message and elicit reader emotion.
e) Analyze the cultural or social function of a literary text.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/ Resources
Pens

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Paper
Chromebooks
Romeo and Juliet text
Markers
Post Its
Wi-Fi
Crayon
Color pencils

Safety Considerations
N/A

Time
(min.) Process Components
*Anticipatory Set
Weekly Warm-ups
Figurative language activity. The students will be presented with a paragraph of text.
And within that text will be some form of figurative language. The student will then have
to identify the figurative language used and what kind of effect is created by its use for
the passage as a whole. The exercise is intended to get the student writing and
thinking, it also gets them in the right frame of mind to learn.
Review of the text Act scene 1-2—the students will be given a set number of
questions that are loaded into schoology. These questions are based on the
reading from yesterday. They will have to answer those questions accordingly.
*State the Objectives (grade-level terms)
I can read the writings of Shakespeare and have an understanding of what is taking
place.
I can answer questions presented about a text.
I can organize events in a story sequentially.
I can discuss literature for deeper meaning.
I can write meaningful writing about a work of literature.
I can learn new vocabulary.

*Instructional Input, Modeling, or Procedures

TTW have students do an aloud reading of Act 3 scene 3 & 4 of Romeo and Juliet. I
have questions and notes prepared to help the student to better understand the action
of what’s occurring in the scene.
TTW tie in the events of Act 3 with scene 2
*Check for Understanding
TSW use the following signals to describe their level of understanding
Thumbs up: I understand_____ and can explain it in my own words. Wave hand:
I’m not completely sure about____ and doubt I could explain it.
*Guided Practice
TSW write a journal summary of the events that took place in Act 3 scenes 1-4. TSW
have to recall the events in the order they occurred to fill out the summary for those four
scenes.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Independent Practice
TSW complete Act 3 worksheet on Making Meanings. This worksheet has various
interpretive questions that encourage the student to think thoughtfully about the text.
Assessment s
Romeo and Juliet Summary Graphic Organizer
Quiz on Act 3
1 bell short answer
2 and 4 multiple choice
*Closure
Exit ticket questions from Act 3 scene 3 &4 of the play

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Varied readability leveled materials
Focused Reading
Aloud reading

Classroom Management Strategies (To ensure a positive learning environment).

No phones
No Food
Students must remain seated
Separated students who are known to overly talk during instructional time
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021