5E Lesson Plan Template

Your name or Heather Wilkerson

Cooperating
teacher name
(if needed)

Date(s) taught April 12-14, 2023 Intro to lesson on April 12

Subject ELA
Grade level 9th Grade -Standard Academic Track

Materials Pencil/pen
Paper
Romeo and Juliet book
Chromebooks (1:1 ratio)
Handouts- resources at the bottom of the document
Overhead projector or tv
https://youtu.be/d1aU6vRbATQ Piper’s Paraphrase Romeo & Juliet Act 1
https://youtu.be/3cx4uPm1SVs Romeo & Juliet Meeting Scene 1996
https://youtu.be/1HbvBVhpChI Romeo & Juliet Balcony Scene 1996
https://youtu.be/fgP7xEl1nwg Romeo & Juliet (school lesson) Balcony Scene
1968
https://youtu.be/Pk0dnGXOv20 Romeo & Juliet Meeting Scene 1968
https://youtu.be/24Ery9CmWYk Romeo & Juliet Full Broadway Theatre
Production 2014
https://wheelofnames.com Random name picker

Standards
ALSDE content standards English/Language Arts
(State and Critical Literacy:
ISTE
Standards for Reading 1: Read, analyze, and evaluate complex literary and informational texts
Students) written from various cultural perspectives, with an emphasis on works originating
outside of the United States and the British Isles through 1599.
Reading 3: Analyze how an author’s cultural perspective influences style,
language, and themes.
Reading 4: Analyze how the author's use of characterization, connotation,
denotation, figurative language, literary elements, and point of view create and

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 convey meaning in texts.
Reading 5: Analyze the impact of context and organizational structures on the
theme, tone, and meaning of the work as a whole.
Digital Literacy:
Writing 14: Create and edit digital texts that are suitable in purpose and tone for
their intended audience and occasion.
Speaking 15: Create and deliver a collaborative presentation that is suitable in
purpose and tone for its intended audience and occasion.
Language Literacy:
Writing 19: Apply conventions of language to communicate effectively with a target
audience, including punctuation; capitalization; spelling; verb, pronoun, and
modifier use; and effective sentence structure.
Research Literacy:
Reading 21: Locate and determine the usefulness of relevant and credible
information to answer a question, solve a problem, or defend a position.
Reading 22: Use a variety of search tools and research strategies.

ISTE Standards

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of

living, learning and working in an interconnected digital world, and they act and model
in ways that are safe, legal and ethical. Students:

a. cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.

b. engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.

c. demonstrate an understanding of and respect for the rights and obligations of using
and sharing intellectual property.

d. manage their personal data to maintain digital privacy and security and are aware of
data-collection technology used to track their navigation online.

3. Knowledge Constructor: Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others. Students:

a. plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or
conclusions.
d. build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.

6. Creative Communicator: Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats and digital

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 media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives
of their creation or communication.
b. create original works or responsibly repurpose or remix digital resources into
new creations.
c. communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
d. publish or present content that customizes the message and medium for their
intended audiences.

7. Global Collaborator: Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams locally
and globally. Students:

a. use digital tools to connect with learners from a variety of backgrounds

and cultures, engaging with them in ways that broaden mutual
understanding and learning.
b. use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from
multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
d. explore local and global issues and use collaborative technologies to
work with others to investigate solutions.

Objectives Critical Literacy Objectives:

1: Students will be able to read and understand Romeo & Juliet; recognize and
explain how William Shakespeare’s cultural perspective and time period influences
the style and language used in Romeo and Juliet.
2: Students will be able to recognize the use of characterization and details,
figurative language, literary elements, and POV in Romeo and Juliet and how that
conveys meaning to the play.
3. Students will recognize how the context and organization of the play, Romeo and
Juliet lead to an understanding of the theme, tone, and meaning of the text.
Digital Literacy Objectives:
4.Students will be able to create digital texts suitable to their purpose
5.Students will be able to create and deliver a presentation created as partners or
in small groups that is suitable for the occasion.
Language Literacy Objectives:
6. Students will be able to write and communicate effectively using correct grammar
and sentence structure.
Research Literacy Objectives:
7. Students will be able to determine relevant and credible research
8. Students can use a variety of search tools
Digital Citizen Objective:
9. Studentsl recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in
ways that are safe, legal and ethical.

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 Knowledge Constructor Objective:
10. Students can create a variety of resources using digital tools to build
knowledge, produce creative works, and make meaningful learning experiences for
themselves and others.
Creative Communicator:
11. Students can communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.

Global Collaborator:
12. Students can use digital tools to broaden their perspectives and enrich their
learning by working with others and working effectively in teams locally and globally.

Differentiation Overhead projector for visuals

Strategies
Handouts of information on the overhead
Google Classroom: handouts will also be available in Google Classroom
Read Alouds
Examples of already produced work
Group/Pairings
Multiple ongoing formative assessments

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The 5 Es TWIRL (Talk, Write, Investigate, Read, Listen)

E Description

Engageme ANTICIPATION GUIDE and DISCUSSION

nt
Students will complete an anticipation guide handout rating their beliefs and feelings
on a scale of 1-5 and provide a rationale. Students will receive their own handout to
complete the rating anticipation guide
We will hold a class discussion going over their thoughts on the subjects listed.
The class will complete a Q&A activity aloud. The Q&A discussion questions will be
on the overhead projector with a visible timer for the discussion of each question.
The questions will also be in students’ Google Classroom if they want to look ahead
and prepare.
Introduction to Romeo & Juliet (Students will only focus on 6 select scenes from the play.)
Describe the character traits of each character and the family they belong with as
we look over the book. We are using No Fear, Shakespeare. Allow the students to
brainstorm and choose actors they think could fill the role of each character creating
our own cast.

Engageme Engagement will be assessed by students completing the anticipation guide,

nt participating in class Q&A discussions, and helping to create our own Romeo &
Assessme Juliet cast. Students will have the opportunity to speak aloud; if participation is low,
nt students will have the opportinuity to bounce opinions and ideas off of their
neighbors in a think, pair, share strategy.

Exploratio Mini-lesson revisiting standards 4 & 5 (direct and indirect/dynamic and static
n characters/foil characters/organizational structure/theme). This will be presented on
the the overhead projector and notes placed in Google Classroom for reference.
SUMMARIZE Act 1 Scenes 1-4 https://youtu.be/d1aU6vRbATQ
*parts were previously assigned when reading/analyzing Prologue*
READ Romeo and Juliet: Act 1 Scene 5 (party scene)
Act 2 Scene 2 (balcony scene)
DISCUSS characterization, early themes, etc. as we read.
COMPLETE a classroom Kahoot challenge review. They will follow the link in their
Google Classroom to the challenge.
PAIRS: Pairings choose 1 lead character (Romeo or Juliet) and create a playlist
they believe represents this character, giving the character their very own
soundtrack. Students may use internet research to assist in this activity. Pairs will
choose 6-8 songs and will list (on paper) the title of song, artist, and a reason for

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 E Description

choosing the song.

DISCUSSION: Students and pairs can share some of the songs they chose and why
with the class interacting and discussing ideas.
SUBMIT: Individually, each student will submit in a Google doc with their favorite
song choice and I will add them to a class period Romeo and Juliet Spotify playlist.

Exploratio Exploration and understanding of the 2 scenes will be assessed with students
n completing 2 Kahoots.
Assessme
Exploration of characters and themes will be assessed by pairs creating a playlist for
nt
the character of their choice and individually picking the best song and submitting it
for an actual created Spotify playlist.

Explanatio REVIEW characters and key terms

n
PRESENT 2 essential questions that students will think about and answer on their
own paper. Keep these in mind as we watch scenes acted out in the true way
Skakespeare expected people to enjoy his stories.
1. Do Romeo and Juliet control their own destinies or are they really
“star-crossed and doomed by fate? (Remember Romeo’s dream)
2. In what ways are Romeo and Juliet realistic and in what ways are
they exagggerations? (Have you met people like them)
WATCH clips of scenes from 3 interpreations of Shakespeare’s Romeo and Juliet,
the 1968 and 1996 movie adaptations and the 2014 Broadway Theatre adaptation.
https://youtu.be/3cx4uPm1SVs Romeo & Juliet Meeting Scene 1996
https://youtu.be/1HbvBVhpChI Romeo & Juliet Balcony Scene 1996
https://youtu.be/fgP7xEl1nwg Romeo & Juliet (school lesson) Balcony Scene 1968
https://youtu.be/Pk0dnGXOv20 Romeo & Juliet Meeting Scene 1968
https://youtu.be/24Ery9CmWYk Romeo & Juliet Full Broadway Theatre Production
2014
DISCUSS what was happening in the story, similarities and differences of the
adaptations, physical and personality characteristics of the characters, examples of
direct or indirect characterizations, etc.

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 E Description

WRITE personal answers to the essential questions in complete sentences. Be sure

to elaborate on reasoning.

ANSWER https://wheelofnames.com Random name picker will choose who reads

aloud their answer to the essential questin of their choice.

Explanatio Explanation assessment will come from discussion during reading.

n
Explanation and understanding assessments will also come from ansering the
Assessme
essential questions.
nt

Elaboratio CREATE inforgraphic in Canva

n
Continue to work with character they made a playlist for. Romeo or Juliet?
Individually, use Canva to create an infographic that represents the story and
characterization of character. Example on the overhead.
Include: personality traits, physical characterics, examples of direct and indirect
characterization, any changes in the character (static vs dynamic), name and family,
relationships, themes, conflicts, etc.
Connect: Also, use Canva cell phone templates to create to a text message thread
between their character and any other character in the story. It should still hold to
the themes and storyline, but bring the character into 2023.
Lastly: Using Canva, create a cellphone wallpapaer screen for character. Its should
represent them and you should be able to defend wallpaper choice if asked.
COMPLETE: Infographic with criteria, along with text thread and wall paper will be
submitted through the assignment titled Romeo and Juliet: INFOGRAPHIC in
Google Classroom. This tab will also have assignment handout (details and
directions) and the rubric for the assignment.
Research: Students are free to research some information to help. They must turn in
a Works Cited Google Doc if they choose to use research.

Evaluation

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