Romeo and Juliet Lesson Incorporating Multiple Intelligences, differentiated instruction, and cooperative learning

Michigan State English Standards RI.9-10.2: Determine a central idea of a text and analyze development over the course of the text; including how it emerges and is shaped and refined by specific details and provide an objective summary of the text. L.9-10.3: Determine the meaning of words and phrases as they were used in a text, including figurative, connotative, and technical meaning; analyze the cumulative impact of specific word choices or meaning and tone. S.L.9-10.5: By the end of grade 9, read and comprehend literary non-fiction in the 9-10 range. Objective: This lesson is the opening lesson of a two week long unit of Shakespea res Romeo and Juliet. To open class the learners will write half a page about their previous knowledge of Shakespeare. In this lesson the students will learn the importance of individual words to a text by filling out a probable passage (intrapersonal smart/ interpersonal) Students work with a partner to fill out the probable passage (A probable passage takes complicated or important words from a factual text and puts them in a word bank. From this word bank students categorize the words into categories: things, people, places, and ideas (verbal linguistic smart.) After categorizing students write a prediction about what they think the reading will be about. Then the students read the passage with the teacher. The teacher points out the words that they already categorized, clarifying their meaning and showing why they are important. As the teacher reads about The Globe Theatre, she passes around a realistic model (visual/ spatial smart.) Next, the learners will complete a prologue activity in groups of four, where the opening lines of the prologue of Romeo and Juliet are scattered and the students need to put it back together using their knowledge of the play and rhyme scheme knowledge (Logical mathematical smart.) This gives the students a good summary of the play, even before they read it. Anticipatory Set: Teacher briefly introduces Romeo and Juliet as a play about people their age, dealing with problems that modern teens can relate to.

The students write a paragraph about what they already know about Shakespeare or Romeo and Juliet. Writing the paragraph gives the students a chance to showcase information that they already knew.

Learning objective Objective: The students complete a paragraph, which accesses prior knowledge, practices writing skills, and orients the students towards the new topic. (Formative assessment.) The students complete a probable passage in pairs to show students the importance of vocabulary in meaning making and to get the students interested in the reading. (Formative assessment.) The students complete a prologue activity in a group of four to get an overall view of the play as well as to practice their skills deciphering rhyme schemes. (Formative assessment.) By the end of the lesson students will be able to display background knowledge about William Shakespeare at a proficient level 4 out of 5 times on a post quiz the following day. (Formative assessment.) Students are evaluated about their knowledge of background information about Shakespeare by reporting it on an online scavenger hunt in the following days. On this scavenger hunt students must answer 4 out of 5 items correctly. (Summative assessment.)

V: Input: Task Analysis: The learners need the readings from their literature textbooks, the probable passage worksheet, a basic knowledge of vocabulary, and how words function, knowledge of rhyme scheme.

First 15 minutes: Students write a half a page on their previous knowledge of Shakespeare or Romeo and Juliet.

15 minutes: Probable passage; split into pairs and categorize words into thing, people, places, or ideas. 10 minutes: write a prediction about what you think the reading will be about. 20 minutes: read the passage with the teacher. 10 minutes: group prologue activity.

Thinking Levels: Blooms Taxonomy: Knowledge: of rhyme scheme and vocabulary. Comprehension: students comprehend previous knowledge about Shakespeare Application: of knowledge about rhyme scheme. Analysis: Constructing the prologue.

Learning Styles and Accommodations: Students with inadequate background knowledge are identified early on in the lesson through the previous knowledge paragraph, allowing time for re-teaching if necessary. Students with IEPs can have materials read to them upon request. Students are paired with learners of different abilities to allow the students to support one another. Extensions available to students with IEPs or extenuating circumstances. Students who are absent on this day are exempt from all activities except for reading the background material on Shakespeare. Students work with reading, writing, discussing in pairs and groups, and problem solving skills. Methods and Material: In this lesson materials will be presented through lecture, discussion, and through print and models. Materials needed are paper, pencil, probable passage worksheet, textbook, and prologue activity kit.

VI: Modeling:

Teacher shows how to fill out a probable passage worksheet on the overhead. See above. Teacher passes around a model of the Globe Theatre while she reads background information to the students based on the probable passage assignment. Students are involved in the lesson by using visual, kinesthetic (model,) and auditory modalities.

VII: Checking for Understanding: was theatres open air in Shakespeares time? What was your favorite quote? Write everything you know about Shakespeare or Romeo and Juliet. The teacher stops periodically to check to make sure the students have time to complete tasks, answer questions, and get directions. Students can respond orally to teacher or partners and through writing.

VIII: Guided Practice: Students display learning in the lessons in the rest of the unit. The teacher models how to properly use a probably passage worksheet as well as orally shows how a previous knowledge paragraph might read. The teacher is available to answer any questions and circulates regularly to be sure the students are on task.

IX: Independent Practice: Over the course of the lesson student complete a probable passage, write a paragraph, and complete the prologue activity independently. No homework is assigned.

X: Closure: Teacher gives a summary of the lesson. Once the students leave the teacher looks over the paragraph, probable passage and the prologue results and uses these indicators to gauge what the students learned and

what they still need work with. She will use this information as a point on reference for beginning the lesson the next day.