A Detailed Lesson Plan for Grade 9 Students

I. Objectives
At the end of the discussion, the students should be able to:
a. Analyze the characters of the story through characterization techniques;
b. Understand the value of the story by performing a role-play per Act.
c. Construct the characters thru a picture puzzle.
II. Subject Matter
a. Topic: Romeo and Juliet by William Shakespeare (Characterization of Romeo and Juliet)
b. References: Department of Education, A Journey through Anglo-American Literature,
Learner’s Material, Grade 9
c. Materials: PowerPoint Presentation, Video Clip, Picture Puzzle, Cut-outs
d. Strategies: Question and Answer, Group work, Recitation
e. Time Allotment: 60 Minutes
III. Procedure
Teacher’s Activity Students’ Activity
A. Preliminary Activities
1. Daily routine
Prayer
Let us stand and give thanks for
today’s life. (A student will lead the prayer.)

Greeting
Good Morning 9-Sampaguita. Good morning Sir.

Checking of Attendance
The teacher will call the names of the (Student’s answer may vary.)
students and the students will say present.

Checking of Assignment
Kindly pass your assignment given
yesterday about making a summary of the (Students will pass their assignments)
play Romeo and Juliet.

2. Review
Yesterday, I ask you to read about the Tragic
Love Story of Romeo and Juliet written by
William Shakespeare.

What have you learned about the selection (Student’s answers may vary.)
yesterday? Yes, Banjoe.

Very good, Banjoe!

Yes, Share. Kindly summarize the story

(The tragic love story love story of Romeo
based on what you’ve written in your
and Juliet, and it started from the feuding
assignment.
family of Capulet and Montague. Romeo fell
in love with Juliet and as well as Juliet too,
but the father of Juliet wants her to be marry
to Count Paris. So, Juliet takes a sleeping
potion to escape the second marriage. Romeo
knows about the death of Juliet so Romeo
bought an illegal potion and lie down beside
Juliet’s tomb, but Juliet is not dead, when she
woke up Juliet saw the dagger of Romeo and
 kill herself. Both of them died. )

Okay! Very good Share, you will receive a

chip. I think you are ready for our discussion
today. We will learn about Romeo and Juliet.

(The teacher asks the students to get the piece

of paper attached under your chairs, and go to
your respective groups.) The students will go to their respective
groups, and they need to choose their group
leaders.

3. Motivation
The teacher will make a concept map about
the word #TRAGEDY.
The teacher will give a piece of paper to the
selected students and they will construct a
word or phrase from the word #TRAGEDY (Students’ answer may vary.)
that is posted in the blackboard. (Students’ will discuss their answers in front)

What movies, books or TV shows that you (Student’s answer may vary.)
have watched or read that has tragedy?

Okay! Nice answer!

What is the relation of the word tragedy Sir, because Romeo and Juliet died in the end
based from our discussion yesterday? Yes, of the play, so it is considered as a tragedy.
Edward.

Very good answer Edward. Yes, Sir.

Now, let us know Romeo and Juliet well in

today’s discussion, and you will do the
summary later.
Yes, Sir.
B. Lesson Proper

You know already the play, right? Yes, Sir.

I will let you watch the summary of Romeo (The students will watch and listen carefully.)
and Juliet for you to understand it better, are
we clear?
(The teacher will play the video clip.) Yes, Sir.

As you watch the video, you already know

who are the main characters in the story, (The students will give time to think for the
right? image and construct it.)
Let’s have an activity. Now, I have here
pieces of paper and I want you to construct
the puzzle based from those papers that you
have. Who will go first?
Sir, the image of Romeo and Juliet. They are
the main characters in the play.
(The image was already revealed.)

What can you see on the board? Yes,

Michael.
Nice answer, Michael!
Since they are the main characters in the
story, let us know them better.
There are different words and phrases that is
scattered on the table and on the floor. I want
you to pick them and place it on the character
that you think possesses these characteristics.
Very Good, class. I think you know Romeo
and Juliet better. Kindly explain what have
you posted on the board? Yes, Angel.
What an excellent idea. What did you do?
When you put those traits or characteristics of
the characters? Anyone? Yes, Yna.
You got it right! You did a Characterization.
So, based on your activity, what is a
characterization? Yes, Mark.
Nice Idea, Mark! Very Good!
Who has another idea? Yes, Ericka.
What a clever idea! Here’s your chip!
I think you enjoyed our activity and our
discussion, and you clearly known Romeo
and Juliet. Now, let’s have another activity
named #ACT-IT-OUT.
For example: I have here a few lines from
Act II, may I ask Banjoe, Carla and Lawrence
to make a demonstration on what will you do.
(The selected students will pick the papers
and post in on the corresponding character
that they think possesses these traits.)
(Students’ answer may vary)
Sir, I think we do Characterization.
(Students’ answer may vary.)
Sir, as I observed in our activity,
Characterization is describing the characters
based on their traits or character that they
possess.
Sir, Characterization is the description of the
characters in the story; Their roles and their
characteristics.
Banjoe- Romeo
Carla- Juliet
Lawrence- Father Lawrence
Romeo: Juliet will be here very soon. I’ll be
very happy when we’re married.
Father Lawrence: Remember, if you marry
Juliet, you must love her, and stay with her,
for the rest of your life.
Romeo: Yes, Father. I understand. I’ll always
love her. (Juliet enters, and kiss Romeo)
Juliet: The Nurse told me to meet you here.
She said that Father Lawrence would marry
us.
Father Lawrence: Come with me.
Very Good! Give them a round of applause.
That’s what you will be going to do.
C. Application
I want you to make a summary of the play by
acting it out. I have here a box and each of
the leaders of the group will pick a piece of
paper and you need to make a mini skit based
on what’s written on the paper that you’ve
picked. You’ll be graded base on the rubric
that I’ve prepared for you.
The teacher will give the students time to
prepare and talk to their group mates and to
generate ideas.
(Act 1) Young men belonging to the feuding
families fight in the streets, but are stopped
by the Prince of Verona. Lord and Lady
Capulet consider a possible marriage between
their only daughter Juliet and the County
Paris. They hold a banquet at their house at
which the two are to be introduced. Romeo,
the only son of Lord and Lady Montague,
attends the banquet with his friends in
disguise. Romeo and Juliet meet and
immediately fall in love. Lady Capulet’s
nephew, Tybalt, recognises Romeo and
forces him to leave.
(Act 2) Romeo secretely enters the Capulets’
garden and sees Juliet on her balcony. They
reveal their mutual love and decide to marry.
The next day they meet at the cell of Friar
Laurence, and he marries them.
(Act 3) Tybalt meets Romeo in the street and
picks a quarrel with him. A fight begins, and
as Romeo tries to stop it Tybalt fatally stabs
his friend Mercutio. Romeo avenges
Mercutio’s death by killing Tybalt. The
Prince banishes Romeo from Verona. Romeo
and Juliet meet in secret for their wedding
night, before Romeo must leave for Mantua.
Lord and Lady Capulet order Juliet to marry
Paris.
(Act 4) Juliet visits Friar Laurence for help,
and is given a sleeping potion which will
make her appear as if dead. The Friar sends to
Romeo to rescue Juliet. She takes the potion
the day before she must marry Paris.
(Act 5) Friar Laurence’s message to Romeo
does not reach him. Romeo learns instead of
Juliet’s death, and immediately returns to
Verona. As he enters Juliet’s tomb, he meets
Paris and kills him. He finds Juliet,
apparently dead, takes poison and dies. She
awakes and, finding Romeo dead beside her,
kills herself with a dagger. The Friar explains
 the story to the assembled Montagues and
Capulets, who end their feud and join in
mourning their dead children.
Very Good! Group 1, Group 2, Group 3,
Group 4, and Group 5.

Give yourself a GOOD JOB clap.

D. Generalization

Romeo and Juliet is an example of a Tragic

Love story, based on the word posted in the
board, #TRAGEDY. What is the meaning of
TRAGEDY Aagain? Yes, Marian. Sir, tragedy means sad or bad happenings.

Nice answer, Marian.

So, why Romeo and Juliet considered as a

Sir, Tragic Love because both of the main
Tragic Love? Yes, Edward.
characters, Romeo and Juliet, die in the end.

How about now? Who are Romeos and

Juliets in this generation? What teenagers can
do in the name of love? What will they
sacrifice in terms of love? I want you to
reserve your answer because you will write
those answers in the paper that I provided.

IV. Evaluation
The teacher will give them questionnaire and the students need to answer it for 5-7 minutes.

1. What do you think the play Romeo and Juliet is about?

2. Do you think this play would be interesting to read? Why or why not?

3. Do you think that the story of Romeo and Juliet is important to your life as a teenager? Why or
why not?

4. Define “tragedy” in your own words and give an example from real life

(For example, from the news, your life, or someone you know).

5. What does “Tragic Love” mean? Give an example of “tragic love” from stories, movies, or
television shows.

V. Assignment
1. Answer this at home and you need to pass it tomorrow. This will serve as your 2nd quiz
for this quarter.

Tragic Love: An Introduction to Romeo and Juliet

Romeo and Juliet Today
o Why do we read Romeo and Juliet today?
o How does the story connect to the lives of teenagers today?

Examples of Tragedy
o Examples of tragedy in our everyday life:




Thinking about Tragedy
What T.V. shows or movies show a tragedy?
o
o
o
o
o

o How does real tragedy affect people’s lives?

Tragic Love?
o You just learned the definition of tragedy. Romeo and Juliet is considered a
“tragic love story.” How would you define “tragic love”?

o How does tragic love affect teenagers today?

2. Read the next selection on your textbook entitled “While the Auto Waits” by O Henry
on page 352.