Intro to Shakespeare

Angelica Turner
Grade 10

Common Core Standards:

RL.9-10.2 Determine theme central idea of text. Be able to analyze the text, and being able to provide a
summary of the text
RL.11-12.7 Being able to analyze multiple interpretations of a story (movie and play).
RL.9-10.4 Determine words/phrases as used in the text. Including figurative meanings.
W.9-10.2 Being able to write an informative/explanatory text to examine and look at complex ideas and
concepts
a. Introduce a topic; organize complex ideas, concepts, and
information to make important connections and
distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient
facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to
manage the complexity of the topic.
e. Provide a concluding statement or section that follows from
and supports the information or explanation presented
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of a text.

Lesson Summary:
On the first day of class we will play a game about Shakespeare and certain vocab words that theyll need to
know throughout this lesson. I will then hand out a packet of the Romeo and Juliet play, and assign everyone a
different part in the play. For the next day and a half we will be reading the play and discussing words, or parts
that might confuse them. The next two days will be spent watching the movie Romeo and Juliet. After that I
will divide them into groups of 3-4, each group will be responsible for a specific part of the play, which will
they will record and post to the classes YouTube channel. I will show the class two example videos that I
created for this assignment. I expect that to be done in a day plus the weekend and part of the day on a
Monday. After theyre finished I will hand them the guidelines for a paper they will write, on who they think is
responsible for the death of Romeo and Juliet. I will also offer an example of this.
Estimated Duration:

I estimate this lesson plan to take around 9 days maybe 10.

Commentary: My approach to this assignment will to first engage the students by asking them what they
already know about Shakespeare and about his play Romeo and Juliet. They will also be given roles in class
from the play. Lastly, they will be doing a video of a scene from the play which will also keep the students
engaged.
Instructional Procedures:
The first thing I will do, in order to engage my students in the lesson, is ask the students what they know about
Shakespeare and Romeo and Juliet. After that I will pull up the quiz I made on the smart board over
Shakespeare, and divide the class into two groups (the left and right side). We will then play and do the quiz
for around 10-15 mins. After that we will go over a packet with the play on it. They will each be given a
certain role for the play, some may have multiple, and Ill give that an estimated 10 minutes. We will then
begin reading the play, for the next 35 or so minutes of class. The following day, we will start off where we left
off in the play, ill estimate that it takes at least 40 minutes to finish it. I will then divide them into groups and
assign each group a certain scene for them to reenact for a project that they will do later on in the week. I will
also explain for the next two class periods we will be watching the movie Romeo & Juliet (I will be playing the
1996 version of the play), and that they will be required to take notes, and tell me how the movie and play
differ. For the remainder of that day they will be brainstorming ideas for their video with their group. The
movie will take 2 (50 minute) class periods and will also be an additional 20 minutes of the next class. For the
next ten mins of the last day of the movie, we will discuss the differences that they were able to see and I will
collect their papers. I will then hand out a paper that goes over my expectations for the video reenactment of
the play that they are to create, and I had previously discussed. It will say that I expect them all to participate,
that they are able to revise it and do any time period they want, no foul language, and that they must post it to
the classes YouTube channel. There are a couple options that my class will have for video editing, one is they
can go to the library and use the IMovie, and another is that they can either download iMovie on their iPhone
or video editor for the android users. I will also show them a couple examples that I made for the
assignment. The videos I foresee taking about 2 class periods to complete. The day after we will watch some
of the classs videos on the smart board. We will then start discussing the paper that they are to write on the
play. The paper will go into detail on who they think is to blame for the death of Romeo and Juliet. I expect us
to be either working in the library or the computer lab. I will also hand out an example of the paper. I will give
them the rest of the class that day as well as 30 mins of the next class, the rest will be done on their own time.
The paper will be due a week from the day it is assigned.
Day 1:
Discuss who Shakespeare was & play intro quiz on smart board
Give roles to class
Start reading Romeo and Juliet

Day 2:
Cont. reading play
Discuss a later days project, divide them into groups so that they can discuss with one another

Day 3&4 :
Watch Romeo and Juliet
Compare & contrast the movie to the play during the movie
Day 5:
Watch last 20 or so mins of the movie
Discuss the differences and similarities that they wrote down
Go over my expectations for the video project
Show them two example videos
Let them start working
Day 6&7:
Let them cont. to work on projects
On day 8 hand out guidelines for paper discuss it for last 5 mins
Hand out example essay
Day 8:
Watch a couple of the students videos for first 10 mins of day
Go over essay rubric and handout the example
Work on essay/brainstorm rest of the day
Day 9:
Class will be allowed to work on their essays for 30 mins in either computer lab or library and then return to
class to start next lesson plan.

Pre-Assessment:
I will initiate this lesson plan by asking what they know about Shakespeare and Romeo and Juliet and playing
a game that will quiz them on what they already know.
Scoring Guidelines:
I will not be grading the pre assessment it will be a verbal discussion with the class to just get an understanding
of what everyone knows. It will also serve as a fun way to get the students interested in Shakespeare.
Post-Assessment:
The post assessment will be the writing project. They should know enough about the play to be able to do a
writing project on it. They will be able to use the movie, and play as a source.

Scoring Guidelines:
For the video reenactment they will be doing it will be pass/fail if they completed the assignment, uploaded it
to YouTube and all of them participated, they will pass. Worth 50 points
It will also be pass/fail for the compare and contrast paper. As long as they wrote some of the ways the movie
and play were similar and different they will pass. (10 points)

For the final essay I will be using the following grading rubric:
Description:

3 exceptional

2 proficient

1 needs
work

Development of
essay:

Essay gives
relevant evidence
to back up claim
and conclusion
strengthens
argument.

Conclusion
and evidence
are lack
strength or
doesnt really
tie in together

Barely
introduced
any
evidence to
support
claims
conclusion
lacked any
evidence.

Introduction has
a good hook
statement and
grabs readers
attention. Thesis
is clearly stated

Thesis is stated
but not clearly
the hook
isnt as
attention
grabbing as it
should be.

No thesis or
hook
statement
was
presented in
the essay

Citations: sources
should be clearly
cited and there
should be 3 or more
sources in the
bibliography.

Sources are
always cited and
there are 3 +
sources on
bibliography
page.

Sources are
sometimes
cited and there
are less than 3
on
bibliography
page

Never cited
sources and
there is no
bibliography
page.

Organization:

Material is neatly Material is

Essay provides
evidence to back up
arguments as well
as conclusion

Introduction/ thesis
Statement: thesis
should be clearly
stated and give an
intro into what the
essay is about and
your hook should be
included in first
couple sentences.

No

should be clearly
organized in 5
paragraphs.

organized into an
intro, 3 bodies,
and a conclusion
paragraph.

somewhat
organized not
in 5
paragraphs.

organization
at all.

The essay will be worth 100 points

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
For the students who are able to get through the assignments faster than others I will make them in charge of
their video groups. I will also have them help those who are struggling with the essay if time permits. I also
plan on giving them the option of extra credit if the videos they do contain costumes, and the students actually
reenact the scene rather than just read the lines.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
I could offer them a play where I make side notes so that they can better understand Shakespearian language.
I also plan on handing out an example so that they will understand the gist of what theyre intended to do.

Extension
http://www.elacommoncorelessonplans.com/literature-reading-standards/analyzing-shakespeare.html
The link goes to a website that goes over some of the standards and explains what they are. It also goes over
some of the vocab that they should know for the play for example soliloquy, and monologue. It also goes over
some of the rhetorical devices used in the play.
http://www.vocabulary.com/lists/24256#view=notes
This link goes over vocab that they might not understand in the play.

Homework Options and Home Connections

The homework will be to start looking up ideas for the video, and the essay. It will also be to complete these
assignments.

Interdisciplinary Connections
The lesson plan can be integrated with a background of history from this time. The time period was believed to
be around the 13th or 14th century in Verona, Italy or the people who ruled at this time period.
http://www.nga.gov/content/ngaweb/Collection/paintings/Italian13th14thcenturies.html

They could also share with them images from the link above to show the art work of this time. In the 14th
century is when Italians were undergoing a renaissance that lasted until the 16th century so theres quite a bit
that the history department could work with. In science they could discuss Leonardo Da Vinci and the
numerous inventions that he helped make and the breakthroughs in anatomy he discovered. Leonardo could
also be introduced in art as he was also a magnificent artist.

Materials and Resources:

For teachers

IMac or another apple product for IMovie & a Smart board. TV & DVD player for the
Romeo & Juliet movie.

For students

Will either need a IPhone, IPad, or an android phone capable of downloading a video
editor. If they dont have those then they will need access to the library for the use of
the IMacs video editor. They will also need a way to record the videos, which they can
also use the phones for.

Key Vocabulary
Soliloquy
Monologue
Dramatic Irony
Foreshadow
Aside
Blank verse
Iambic Pentameter
Act
Epilogue
Hyperbole
Oxymoron
Rhyming couplet
Sonnet

Tragedy
Verse

Additional Notes
Websites used other than ones already listed:
http://www.wildbilly.dk/engelsk/dramavocabulary.html
http://shakespeare.mit.edu/romeo_juliet/full.html
Example videos :
https://www.youtube.com/watch?v=Lp-f8SFa6x8
https://www.youtube.com/watch?v=oqPWx841CKE
Example essay:
https://www.scribd.com/doc/261842163/Into-to-Shakespeare