imCOEPD LESSON PLAN TEMPLATE

Teacher Candidate:
Brittany Dotson
Content Area: Unit Topic: Length (timing) of Lessons:
English Language Arts – 9th Grade Shakespeare’s Romeo & Juliet 45 minutes
INSTRUCTIONAL OUTCOMES
Essential Question:
What is the dramatic impact of performing scenes from Romeo and Juliet versus reading it aloud?
WV Standard(s):
ELA.9.1
Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences
drawn from the literary text.
ELA.9.2
Determine a theme or central idea of a literary text and analyze in detail its development over the course of the literary text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the literary text.
ELA.9.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a literary
text, interact with other characters, and advance the plot or develop the theme.

ELA.9.18
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grade 9-10 text complexity
range proficiently, with scaffolding as needed at the high end of the range.

ELA.9.21
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
 Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures and/or tables), and multimedia when useful to aid
comprehension.
 Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge of the topic.
 Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
 Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline.
 Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
ELA.9.30
Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 9 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively.
 Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
 Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on
key issues, or presentation of alternate views); set clear goals, deadlines, and individual roles as needed.
 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement and, when warranted,
qualify or justify views and understanding and make new connections in light of the evidence and reasoning presented.
ELA.9.31
 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, and/or orally),
evaluating the credibility and accuracy of each source.
ELA.9.36
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 Use parallel structure.
 Use various types of phrases (noun, verb, adjectival, participial, prepositional, and absolute) and clauses (independent,
dependent, noun, relative, and adverbial) to convey specific meanings and add variety and interest to writing or
presentations
ELA.9.37
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
 Use a colon to introduce a list or quotation.
 Spell correctly.
Learning Objective(s):
Students will be able to display and demonstrate their close reading skills by interpreting sections of Romeo and Juliet.
Students will be able to dramatically interpret scenes from Romeo and Juliet.
Students will be able to analyze the difference between reading and watching sections of Romeo and Juliet.
Students will be able to abstractly interpret scenes/themes from Romeo and Juliet.
Students will be able to critically analyze Shakespearean language used in Romeo and Juliet.
Students will be able to compare and contrast two different film interpretations of Romeo and Juliet.
Students will be able to determine the mood of a literary text.
Students will be able to explain what mood is in a literary text.
Students will be able to collaboratively work with their peers.
Students will be able to effectively summarize a section/scene/act of a literary text.
Students will be able to explain what imagery is in regard to literary texts.
Students will be able to determine instances of imagery in a literary text.
Students will be able to explain and interpret character development over the course of a text.
Students will be able to can think critically about a text.
Students will be able to create a visual representation of a scene/act/moment.
Students will be able to draw a conclusion regarding the end of a text based on educated guess and inferences.
Summative Assessment:
In groups, students will reenact an assigned scene from Romeo and Juliet. They will dramatically interpret the written text and
act it out, as Shakespeare intended it to be. Within those groups, they will work collaboratively and take a deeper look at their
assigned scene. Not only will they film their dramatic interpretation of their assigned scene, but they will also perform closing
cast interviews answering three pre-prepared questions and write an acceptance speech for the upcoming “Oscars.”
PREPARATION
Materials/Resources:
- 25 school-issued iPads
- 25 school-issued in-class Chromebooks
- 25 copies of the final assessment assignment sheet
- 25 copies of the final assessment assignment rubric
- Internet access
- 25 student copies of Romeo and Juliet
- 10 extra copies of Romeo and Juliet (to be kept in the classroom)
- Pencils
- Paper
- SMART Board
- Image found at (https://sites.google.com/a/watershedschool.org/writing-skills-spring-2014/home/conversations)
- Prologue Close Reading worksheet (found at
http://csimmonsmths.pbworks.com/w/file/fetch/107568675/Prologue%20Activity.pdf)
- Prologue read aloud (found at https://www.youtube.com/watch?v=_qEKkdcTVEM)
- Highlighters
- Sticky Notes
- Romeo and Juliet Act One in-text vocabulary review game (found at
https://www.quia.com/pop/123406.html?AP_rand=1117552080)
- Romeo and Juliet Act One vocabulary review game (found at https://www.quia.com/mc/855193.html)
- Expo markers
- Tape
- Construction paper
- Mood Video (found at https://www.youtube.com/watch?v=SQq7XZ_Im34).
- Scissors
- Small Ziploc baggies
- Image of Romeo and Juliet’s balcony scene (image found at https://www.greatbigcanvas.com/view/the-balcony-scene-romeo-
and-juliet,2341971/).
- Video clip of the balcony scene from Zeffirelli’s interpretation (https://www.youtube.com/watch?v=S0qao2xINsE

- Video clip of the balcony scene from Gnomeo and Juliet (https://www.youtube.com/watch?v=D6HpUndEtP8)
- Small white boards
- Jeopardy game: Act Two Review (found at https://jeopardylabs.com/play/romeo-juliet-act-2)
- Act Three, Scenes Two and Three Homework Worksheet (found at https://www.tes.com/teaching-resource/romeo-and-juliet-
lesson-on-act-3-scene-2-juliet-s-epithalamion-11900666)
- Imagery Worksheets (found at https://www.teachitenglish.co.uk/resources/ks4/romeo-and-juliet/plays/act-3-scene-2-imagery-
and-oxymorons/12467)
- Imagery Video (found at https://www.youtube.com/watch?v=A2WvUktcyP0)
- Notecards
- Imagery Practice Game (found at https://www.quia.com/rr/1018279.html)
- Act 3 Quiz (found at https://www.proprofs.com/quiz-school/quizshow.php?title=romeo-julietact-3-quiz&q=1)
- Hat
- Character Charts (found at https://blogs.tip.duke.edu/teachersworkshop/body-biographies-deepen-character-analysis-in-
english-and-history-class/)
- Props to be used in final filming
- Act 4 Quiz (found at https://quizizz.com/admin/quiz/5745bd5f58b7e319ea42132d/romeo-and-juliet-act-4)
 Romeo and Juliet Final Assessment
Scene Reenactments, Cast Interviews, & The Oscars
Due Date: Wednesday, May 1st | Total Point Value: 150

- For this project, you will be broken into groups of

varying size – depending on the scene assigned.
o There will be one cameraman (or
camerawoman)
o The remaining group members will belong
to the “cast”
- In those groups, you will be tasked with acting out
your assigned scene. Have fun with it! J
- Yes, you may bring school appropriate props,
decorations, and costumes, and incorporate music!
- We will use our school-issued iPads to record.
o If you stay on task and work hard, you will have plenty of time in-class to
complete this project! (that means NO HOMEWORK!)
- After recording your scene with your cast members, you will need to complete a short
“interview.” (Don’t worry, it’s not hard!)
o All you have to do is answer the questions at the bottom of this sheet.
o Yes, each cast member has to give the interview (even the camera person J)
- You will be graded via the attached rubric, so rely on it in case you get stuck!
- On Wednesday, we will have a screening of all scenes in chronological order and host our
own Oscars. Students will vote for the following categories:
o Best Actor o Best Supporting Actress
o Best Actress o Best Director/Camera Person
o Best Supporting Actor o Best Interview Given
You must prepare a one paragraph (8 sentences minimum) acceptance speech for this award
ceremony – you know, in case you win an Oscar for your performance!
Handy Dandy Checklist:
☐ Practiced our scene & totally nailed our lines! ☐ Completely filmed the scene & it was perfect!
☐ Filmed our cast interviews ☐ Put everything together & it looks awesome!
☐Individually, we completed our Oscar acceptance speeches

Interview Questions:
1. How did it feel performing Romeo and Juliet versus reading it in class?
2. What was your favorite line from this performance?
3. How did your cast work together?

Project 5 points
Section Novice
Student did not work well with
their group. They fumbled on
Acting out
language and strayed from the
the Scene
original text. Their scene was
neither rehearsed nor polished.
Student did not appear on screen
(and was not the camera
Involvement person). They did not participate
in Filming in the filming process. As a
camera person, they did not
cooperate with their cast.
Student completed the cast
interview. However, they did
Cast not answer the approved
Interview questions. They were off-topic
and had little to say about their
involvement in the scene.
The video shows little to no
Overall effort from the group. It is
poorly filmed and poorly put
Video together. There is no originality
Quality or creativity on the part of the
students.
The student’s Oscar speech did
Oscar
not meet the minimum length
Acceptance requirement. It is original but
Speech lacks creativity. They turned it
in on time.
Romeo and Juliet Final Assessment Rubric
10 points
Apprentice
Student had difficulty working
with group. The spoken words
were unrehearsed, and students
relied heavily on notes or the
full text.
Student (as a cast member)
barely appeared on screen and
lacked enthusiasm and
commitment. Their attitude was
negative and the impact they
made on the final product was
minimal and/or negative. As a
camera person, they were
minimally involved.
Student completed the cast
interview. They answered one of
the three questions, and the
answers given were mediocre.
The answers were neither
insightful nor clear.
The video shows minimal effort
from the group. It is filmed and
put together with little attention
to detail. Video lacks originality
or creativity on the part of the
students.
The student’s Oscar speech
mostly meets the minimum
length requirement. It is original
but lacks creativity. It lacks
insight and shows minimal
effort on the part of the student.
15 points
Mastery
Student worked satisfactorily
with their group and performed
their assigned scene. In places,
may have lacked thorough
rehearsal and student had
difficulty completing the scene.
Notes are obviously used.
Student appeared on screen but
sometimes lacked enthusiasm
and commitment. Their attitude
may have seemed noncommittal
and the impact they made on the
final product was middling. As a
camera person, they did an
average job accommodating
their cast.
Student completed the cast
interview. They answered two
of the three questions, and the
answers were acceptable. The
answers given were clear and
concise.
The video shows a fair amount
of effort from the group. It is
decently filmed and put
together. There is some
creativity and originality on the
part of the students.
The student’s Oscar acceptance
speech meets the minimum
length requirement. It is original
and somewhat creative. It lacks
insight and shows little effort on
the part of the student.
Name: ___________________ Assigned Scene: ___________
20 points
Above Mastery
Student worked diligently in
their group and performed
according to their assigned
scene. They were rehearsed but
may have had problems with the
language. They used notes a few
times, but with no detrimental
effect.
Student was involved in the
filming process, either as a
camera person or a cast
member. They played their part
well and helped to make the
final product neat. As a camera
person, the student was helpful.
Student completed the cast
interview. They answered all
three questions acceptably.
Their answers were thought out
and were insightful to their
perspective as a student and as a
cast member.
The video shows a good amount
of effort from the group. It is
filmed nicely and is overall well
put together. There is a good
amount of creativity and
originality from the students.
The student’s Oscar acceptance
speech meets the minimum
length requirement. It is
insightful. The student worked
diligently on their speech and
the speech is somewhat creative
and demonstrates originality.
30 points
Score
Distinguished
Student worked well and worked
diligently in their group and
performed their scene according to
the original text. The scene was
well-rehearsed and polished.
Students either did not appear to rely
on notes.
Student was heavily involved in the
filming process, either as a camera
person or a cast member. They
played their part well and worked
hard to make the final product as
neat as possible. The student (if they
were a cast member) had obvious
enthusiasm on-screen. As a camera
person, the student was
accommodating and helpful.
Student completed the cast
interview. They answered all three
questions and went into deep detail.
Their answers were well-thought out
and gave an insight into both their
perspectives as a student and as a
cast member.
The video shows a high amount of
effort from the group. It is filmed
excellently and is well put together.
There is obvious creativity and
originality from the students. All
members of the group clearly
contributed and worked diligently on
the final product.
The student’s Oscar acceptance
speech meets or exceeds the
minimum length requirement. It is
insightful and relates to the student’s
character and their scene. The
student clearly worked diligently on
their speech, and the speech is
creative and original.
Total Score: / 150
 Romeo and Juliet Unit – Pennimen Chart: 15 Days
Day/Topic Activities Homework Notes for Me
Welcome to Class:
- Students will be welcomed into class. Students will be instructed to take a copy of Romeo
and Juliet from the table at the front of the classroom.
- Roll will quickly be taken while students gather their books and take their seats.
(5 minutes)

Bell Ringer: (Close Reading Warm Up):

- Have students look at SMART board and show image (found at
https://sites.google.com/a/watershedschool.org/writing-skills-spring-
2014/home/conversations) for five seconds.
Take it away and instruct students to write a few things they notice. Repeat this action four
more times, with the on-screen time increasing by five seconds each time. Display the image
indefinitely when finished with showing it for a few seconds at a time. (3 minutes)
Students need to read
- Have students do a Think-Pair-Share activity, sharing what they saw in the image and how Make sure to take up
Day One: Romeo and Juliet Act 1,
seeing it for longer/looking multiple times changed what they saw. Facilitate a discussion. all of the prologue
Romeo and Scene 1 for the next
(10 minutes) close reading
Juliet – day’s class. They should
assignments. Read
Prologue & highlight words (or
Prologue Activity: over them tonight to
Close lines/phrases) that are
- Have students turn their attention to their books and open up to the prologue. Use the ensure student
Reading difficult for them and/or
SMART Board and have the Prologue be read aloud to students (found at understanding.
do not make sense.
(https://www.youtube.com/watch?v=_qEKkdcTVEM). While it is being read, quickly pass
out “Prologue Close Reading Activity” (found at
http://csimmonsmths.pbworks.com/w/file/fetch/107568675/Prologue%20Activity.pdf) to each student.
(3 minutes)
- Have students partner up with their shoulder partner and explain Prologue worksheet. Model
how the assignment should be completed. (16 minutes)

Closing Activity:
- Have students complete a Ticket-Out-The-Door activity wherein they answer, “What does
‘star-crossed’ mean?” on the back of their worksheet. Ensure that all worksheets are taken up
before students leave. (5 minutes)
- Assign homework to students and remind them to both take their copies of Romeo and Juliet
home for their homework and to bring it back for the following day’s class. (3 minutes)
 Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet they used for homework the previous
night. If they did not bring it to class, they can borrow one from the table at the front of the
classroom. They should also be told to get a Chromebook from the mobile computer lab.
- Roll will quickly be taken while students gather their required materials and take their seats.
Remind students to go ahead and log into their Chromebooks, but not to use them yet.
(3 minutes)

Bell Ringer Activity: (Shakespearean Vocabulary & Difficult Language)

- Have students refer to their highlights from the previous night’s homework reading and write
down at least two words/phrases they highlighted. After writing it down they should stick it Students should
to the wall. complete a pre-reading
Ensure that students
(5 minutes) of Romeo and Juliet Acts
do not take home
- Once all students have completed this activity and placed their stickies on the wall, facilitate Two and Three. Have
another copy of
a discussion on the things that students didn’t understand. Use context clues with students, as them highlight
Day Two: Romeo and Juliet. If
well as use a dictionary if needed to assist them. (8 minutes) lines/interactions/etc.
Act One, they took one home
that they think would
Scene One the day before and did
Vocabulary Review Games: have an interesting
& not bring it back,
- Students should turn to their Chromebooks and go to the web address written on the dramatic interpretation.
Shakespearean make note of it and
whiteboard beside the number one. While they are getting to the site, instruct them to play Instruct them to highlight
Vocabulary remind them to bring
through the matching game and then the in-context review game. This will help them get a at least five instances
it to class tomorrow.
better understanding of the Shakespearean vocabulary. (15 minutes) throughout the two
scenes.
Discussion of Act 1, Scene 1:
- Students should log out of their Chromebooks and place them on the edge of their desks – to
be put up at the end of class. Begin the scene discussion by asking a student to give a brief
recap of the scene. Afterwards, ask if anyone would like to add anything else. Once the recap
of the scene has been told, ask students the prepared discussion questions.
(10 minutes)

Closing Activity:
- Once the discussion is over, have students put away their Chromebooks and return to their
seats. At this point, assign the night’s homework and remind students to take home their
assigned copies of Romeo and Juliet. (4 minutes)
 Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet they used for homework the previous
night. If they did not bring it to class, they can borrow one from the table at the front of the
classroom.
- Roll will quickly be taken while students gather their required materials and take their seats.
(2 minutes)

Quick Bell Ringer:

- Have students take a few minutes and write down their favorite highlight from the previous Students should
night’s homework on their sticky note. Once they are finished writing it down, have them complete a brief
stick their sticky note to their forehead. Once everyone has a sticky note on their forehead, reflective writing activity
have students stand up and organize themselves chronologically – based on what order their wherein they discuss the
chosen moments occur in the reading. (5 minutes) differences between
watching a piece of
Day Three: Scene Discussion Activity: Romeo and Juliet versus Add today’s sticky
Act One, - Once students are in chronological order, ask them to split the room and perform a quick reading it. It should be a notes to the (growing)
Scenes Two round of Speed Dating, sharing what they wrote on their sticky note and why they think it minimum of five collection on the wall.
& Three would be different in a dramatic interpretation versus simply being read. Once students sentences. Tape up any that have
& complete the speed dating activity, have them return to their seats. Take note of what fallen or become un-
Performance moment was most requested/written down. (10 minutes) Students should also pre- sticky.
read the remainder of Act
Acting it Out: One (Scenes Four &
- Ask for as many volunteers as needed – depending on the moment that was chosen. Once Five). They should
volunteers are chosen, assign parts and have those volunteers stand up and perform the complete a Double Entry
scene. Let students have fun with the activity! Have the students who are not performing pay Journal with at least 10
close attention. Remind them that there will be a writing activity for homework. (15 minutes) entries.

Closing/Homework:
- Have students who performed take their seats again. Hold a brief discussion on how the
moment felt different – as opposed to when they read it the night before. Ask students why
there was a difference? Ask them what sort of changes/add-ins did the performers do? Was
the scene impactful/effective? Why? (10 minutes)
- Assign homework for the following night and take up the sticky notes. (3 minutes)
 Welcome to Class:
- Students will be welcomed into class. Students will be instructed to make sure they have
their copy of Romeo and Juliet they used for homework the previous night. If they did not
bring it to class, they can borrow one from the table at the front of the classroom.
- Roll will quickly be taken while students gather their required materials and take their seats.
- Ensure that students turn in their homework to the bin labeled “Completed Homework” at
the front of the classroom. If students were absent the previous day, direct them to the bin
labeled “What You missed (Wednesday).” There they will find the materials they need to
make up the assignment they missed.
(3 minutes)
Make sure to put an
Bell Ringer Activity: alternate assignment
- Have students take out a half sheet of paper and write down a bullet point summary of what in the “What You
they read the previous night. The bullet point list should be a brief overview. When students Missed…” bin so
Day Four: finish, have them put their name on the back of the piece of paper. Then they should take a students can make up
Act One piece of tape and tape their Bell Ringer to the wall. Remind them to make it as neat as Students should read the the Abstract Paper
Scenes Four possible (at least make them not overlap.) (7 minutes) Prologue and Scene One Ripping activity.
& Five - Once all students complete the Bell Ringer activity, ask for volunteers to recap the reading of Act Two. They should
& from the previous night. (5 minutes) complete a double entry Prepare Act Two’s
Abstract journal with at least 10 Prologue activity for
Theme Abstract Paper Ripping Activity: entries. the following day.
And Ideas - Tell students to think of a theme or scene that stood out to them from the entirety of Act One. Print out five copies of
Give them a minute to think. (2 minutes) the prologue and cut
- Give them access to a huge bin of construction paper. Instruct them to use the moment/theme each one into strips
they were just thinking about and have them use the construction paper provided. They wherein each strip has
should create an abstract representation of the moment/theme. It can be as abstract as they one line.
like. (8 minutes)
- Once students complete their abstract representation of the moment/scene, instruct them to
get into groups of no more than four students. Within those groups, they should go around
and share their abstract creation. Within their groups, after sharing, students should decide
their favorite abstract representation to be shared with the entire class. (15 minutes)

Closing:
- Have students return their bigger scraps of paper to the bin labeled “Scrap Paper” and throw
away their smaller scraps. Once students have returned to their seat, take a brief inventory of
how students like Romeo and Juliet thus far. Assign homework. (5 minutes)
 Welcome to Class:
- Students will be welcomed into class and given a sticky note as they enter with a number on
it. Students will be instructed to make sure they have their copy of Romeo and Juliet. If they
did not bring it to class, they can borrow one from the table at the front of the classroom.
- Ensure that students turn in their homework from the previous night. They should sit at the
group with the number that matches their sticky note.
- Roll will quickly be taken while students gather their required materials and take their seats.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Thursday).” There they will find the materials they need to make up the assignment they
missed. (5 minutes)
Prepare sticky notes
Reading Recap:
with numbers and
- Within their groups, have students collaboratively discuss the reading and come up with a Students should take
group tables/make
recap of what happened in the previous night’s reading. Once students are finished home their copies of
number labels for
Day Five: discussing and come up with a recap, they should elect one speaker. That speaker, when it is Romeo and Juliet and
them. Must have done
Act Two, their turn, will share the group’s recap. Have each group share. Hold a brief discussion read Act Two, Scene
for the following day’s
Prologue & afterwards wherein students can add things that may have been missed. (13 minutes) Two. They should
lesson!
Scene One annotate the balcony
Prologue Activity: scene specifically.
Prepare
- Within their groups, students will receive a baggie of strips of paper. On those strips are the Remind them to make
debate/discussion
lines of the Prologue of Act Two. The group will be tasked with recreating the Prologue of their annotations on a
questions for the
the scene without looking. Remind students that they will not be graded on correctness, but separate sheet of paper.
following day’s
on effort. They are not expected to have memorized the section. This allows students to play
activity.
with the language of the Prologue.
- Ensure that students are on task within their groups and put the prologue together as neatly
(and correctly) as they can. The groups will elect one speaker (different from the last) that
will read their prologue aloud, and an explainer (yet another student) to explain why their
Prologue is in that specific order.
- Once each group has shared their version of the Prologue, the educator should read the
Prologue aloud and students should see how close they got. (20 minutes)

Closing and Final Thoughts:

- Assign the homework the that night. Remind students to take their copies of Romeo and
Juliet home to complete the assignment.
 - Ask them to share their thoughts of what they have read thus far. What have they liked?
What have they not liked? What stood out to them? What confused them, surprised the,, or
disappointed them? (7 minutes)
Welcomed to Class:
- Students will be welcomed into class and given a sticky note with a number on it. Students
will be instructed to make sure they have their copy of Romeo and Juliet. If they did not
bring it to class, they can borrow one from the table at the front of the classroom. They
should sit at the group with the number that matches their sticky note. There should be two
different groups. (2 minutes)

Bell Ringer Activity:

- The image of Romeo and Juliet’s balcony scene will be displayed on the SMART Board
(image found at https://www.greatbigcanvas.com/view/the-balcony-scene-romeo-and-
juliet,2341971/). Students should – on the back of their sticky note – make a comment about
the image. Ex. How it relates to the previously read scene? How the depiction is different
Week Two than they imagined it? How the image makes them feel? Etc.
Day Six: - Give them a few minutes to look at the image and respond. Have students volunteer to share
Act Two, what sort of things they made a note of. If no one volunteers, pick three random students.
Scene Two (8 minutes)
No homework!
& The
Balcony Watch Video Clips:
Scene - Have students shift their chairs and face the SMART Board. They will watch two different
interpretations of the Balcony scene – one from Zeffirelli and the other from Gnomeo and
Juliet. Instruct them to watch the videos silently and take it in; they should not take notes, but
they should actively listen. (6 minutes)

Group Debates:
- Within their groups, students will randomly be given a scene to defend and a reason for
defending it. The discussion will be a debate, and there will be the lure of a prize (5 extra
credit points on the final project) and scores will be kept. The debate will consist of five
different discussion questions. There will be three student judges; the educator will remain
impartial. Students will have four minutes in their groups to come up with an argument and
then have ninety seconds to present their argument. (27 minutes)

Closing Activity:
 - Students will return to their seats (if they have moved) and they will be tasked with putting
their sticky notes on the ever-growing sticky note wall. Remind students that they do not
have any homework for the following night, but ensure that they can pre-read Act Two,
Scene Three and Four if they choose. (2 minutes)
Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet. If they did not bring it to class, they can
borrow one from the table at the front of the classroom. Roll will quickly be taken while
students gather their required materials and take their seats.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Monday).” There they will find the materials they need to make up the assignment they
missed. (2 minutes)
Prompt: How does
Bell Ringer Activity:
the setting in Scenes
- Students will respond to the prompt on the SMART Board on their sticky note. They should
Three and Four affect
write at least one sentence – NOT just one word! When they get finished, instruct them to Reflect (in a minimum of
the mood?
stick their sticky notes on their forehead to signal they are finished. (4 minutes) 5 sentences) how the
Day Seven:
language and actions in
Act Two, Make groups for the
Tone and Reading Discussion: Romeo and Juliet felt
Scene Three following day and
- Once all foreheads have sticky notes on them, ask for volunteers to share what they wrote. different when reading it
& Four write them on the
Facilitate a brief discussion. (7 minutes) aloud in a group – as
& Mood white board for class.
- Show the Mood Video (found at https://www.youtube.com/watch?v=SQq7XZ_Im34). Make opposed to reading it by
sure that students are on focused and listening to the video. If need be, play it twice. Check yourself.
Make copies for the
for student understanding afterwards and answer any questions that arise. (5 minutes)
following day’s
homework activity.
Group Reading Activity:
- Group students up by Counting f (ex. 1, 2, 3, 4, 1, 2, 3, 4…) and have them find their own
spot to sit. Allow them to sit on the floor, in the hallway, etc. just ensure that they are 1. safe
and 2. on task. Have them read the Act Two, Scenes Three and Four. They should read it
aloud and each student should have a part. Try not to intervene; focus on facilitation and
keeping students on task, rather than observing them. It is vital for students to be able to
explore the language and story of Romeo and Juliet. (25 minutes)

Closing:
 - Have students return to their seats and assign the night’s homework. Remind students to take
home their books. If they did not finish reading the scenes in class, tell students they need to
also finish that outside of class.
(2 minutes)

Welcome to Class:
- Students will be welcomed into class. Students will be instructed to make sure they have
their copy of Romeo and Juliet. If they did not bring it to class, they can borrow one from the
table at the front of the classroom. Roll will quickly be taken while students gather their
required materials and take their seats. Students should sit with their group, as assigned on
the white board and ensure that they turned in their homework.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Tuesday).” There they will find the materials they need to make up the assignment they
missed. Students should read Act
(2 minutes) Three, Scene One for
homework and complete Set the room up with
Preparation: the adapted homework four groups and ensure
- Students will be given an assigned portion of Act Two, Scenes Five and Six in their group sheet (adapted from sheet that the chairs are
Day Eight: and randomly given parts/characters from that scene. Within their groups, students will found at grouped and lined so
Act Two, briefly read through their portion of the play. Instruct them that they will perform in from of https://www.teach that students can see
Scenes Five their peers. They should be encouraged to participate as much as possible, as this is how the erspayteachers the SMART Board.
& Six students will be reading this portion of the play. .com/FreeDo
(10 minutes) wnload/ Make copies of the
Romeo-and-Jul homework for the next
Performing/Reading: iet-Act-3-Scene- day.
- Groups will perform in chronological order. The group will stand at the front of the room (or 1-Homework
move around, if they choose) and will reenact the play for their peers. While students are not -2925980)
performing, they will be instructed to follow along in their copies of the play.
(25 minutes)

Closing Activity:
- Students will be instructed to return to their seats (if they have moved) and prepare to leave.
Students should be reminded to take home their copy of Romeo and Juliet and the homework
should be assigned.
 - Students should complete an Exit-Ticket activity wherein they write down the scene they
performed and the character part they had. They should also briefly reflect on their
character’s role in this section of the play. Pass out the homework paper while students work
on their Exit-Ticket activity.
(8 minutes)

Welcome to Class:
- Students will be welcomed into class. Students will be instructed to make sure they have
their copy of Romeo and Juliet. If they did not bring it to class, they can borrow one from the
table at the front of the classroom. Roll will quickly be taken while students gather their
required materials and take their seats.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Wednesday).” There they will find the materials they need to make up the assignment they
missed. (1 minutes)
Students should preread
Act Two Review Jeopardy:
act Three, Scenes Two
- Pull up the Act Two Jeopardy Review game and hand out a mini white board and one Expo
and Three and complete
marker to each group of students. Explain the game to students and ensure that their Expo
the homework
Day Nine: markers work. Students will have 30 seconds to answer a question after the teacher gets done
assignment (found from Write on the board
Act Two reading the question. By answering wrong, they lose points, and by answering right, they get
https://www.tes.c “Quiz on Act 3:
Review & points. A score will be kept. The winning team will earn 5 extra credit points on their final
om/teaching-res Tuesday!” at the end
Act Three, project, 2nd place will earn 3 extra points, and 3rd will earn 2 extra points.
ource/romeo-and of class. To be
Scene One (20 minutes)
-juliet-lesson-on-ac referred to tomorrow.
t-3-scene-2-juliet-
Act Three, Scene One Activity:
s-epithalamion-
- Students will form Blobs based on their favorite season. If they groups are not equal enough,
11900666)
take charge and move a few students and even them out.
(2 minutes)
- Within those blobs, they should examine their homework and share within their group. They
should compare and contract their homework.
(15 minutes)
- Within their groups they should also complete a quick recap (written individually) of what
main ideas/plotline that they drew from Act Three, Scene One. They should also include a
very brief prediction about what they believe will happen in the upcoming acts. (5 minutes)

Closing Activity:
 - Remind students that they should finish their recaps and predictions for homework if they
didn’t finish it in class. Remind them to take home their copies of Romeo and Juliet and pre-
read Act Two, Scenes Three and Four. Give all students copies of the homework worksheet
to complete alongside the pre-reading. (2 minutes)

Welcome to Class:
- Students will be welcomed into class and given a copy of the Imagery worksheet and a sticky
note. Students will be instructed to make sure they have their copy of Romeo and Juliet. If
they did not bring it to class, they can borrow one from the table at the front of the
classroom. Roll will quickly be taken while students gather their required materials and take
their seats. If students were absent the previous day, direct them to the bin labeled “What
You missed (Thursday).” There they will find the materials they need to make up the
assignment they missed. Let students know that there will be a quiz the next day! (2 minutes)

Bell Ringer:
- Have students write on their sticky note what they believe imagery is, as well as given an Print copies of the Act
example of it. Their responses should be a complete sentence (around 10 words minimum) Three, Scene Four and
- When they are finished, have them stick the sticky note to their forehead to signal they are Students should read Act Five Quiz for the next
Day Ten:
finished. Three, Scenes Four and day’s class.
Act Three,
- Once every forehead has a sticky note on it, the teacher will facilitate a brief discussion, Five. They should read
Scenes Two
having students share what they wrote down. (13 minutes) closely and prepare for Print names of
& Three
the quiz the following characters and cut
& Imagery
Imagery Mini-Lesson and Practice: day. them into strips. Place
- On the SMART Board, play the Imagery video (found at( https://www.youtube.com/ them in a hat for the
watch?v=A2WvUktcyP0). Have students watch silently. (4 minutes) next day’s lesson.
- Afterwards, have students get a Chromebook from the mobile computer lab at the front of
the room. Have them play through the imagery practice game (found at
https://www.quia.com/rr/1018279.html). The educator should facilitate and assist students
where needed. Instruct students to write down their overall score on a notecard and give it to
the educator. (10 minutes)

Imagery and Romeo and Juliet:

- Have students log out of their computers and place them on the edge of their desk to be put
away later. Have them turn their attention to the Imagery Worksheet
(https://www.teachitenglish.co.uk/resources/ks4/romeo-and-juliet/plays/act-3-scene-2-
 imagery-and-oxymorons/12467) they received at the beginning of class. Go over the
directions with students before having them begin working on it. Give students (7 minutes)
to work silently before giving them (7 minutes) to work with their shoulder partners.

Closing:
- Assign the homework for the weekend and remind students that there will be a multiple
choice quiz the following day in class. Refer to the note on the white board. (2 minutes)
Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet. If they did not bring it to class, they can
borrow one from the table at the front of the classroom. Roll will quickly be taken while
students gather their required materials and take their seats.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Friday).” There they will find the materials they need to make up the assignment they
missed. (2 minutes)

Bell Ringer:
- Have students go around the room, giving one key point from the previous night’s reading
Make sure that student
verbally. Use this as a review moment before giving students the quiz. If they miss anything
quizzes get grading
Week Three noticeably important, insert that and move on. (10 minutes) Students should read Act
tonight! Record grades
Day Eleven: Four, Scenes One and
immediately!
Act Three, Quiz Time: Two, completing an
Scenes Four - Pass out the quiz to the students. Drift around the room and ensure that no one is cheating. annotations as they go on
Hang up completed
and Five Make sure that students put their name on the paper and check their answers before turning it a separate sheet of paper.
character charts
into you. Once students turn in their quizzes, instruct them to begin reading Act Four, Scene
around the room!
One in class and make annotations on a separate sheet of paper. (15 minutes)

Character Charts:
- Have students partner up with their shoulder partners and give them a blank Character Chart.
As each group receives a chart, have them draw a character from the hat. This is their
character for the chart. Allow them the remaining time in class to work on their character
chart. Ensure that they have access to crafting supplies (markers, crayons, and colored
pencils), as well as offer them assistance when necessary. Make sure to drift around the room
and ensure that students are on task. If students get off task, redirect them. If it is a repeated
issue, have them work alone on the assignment. (15 minutes)
 Closing:
- Ensure students return all of the crafting supplies to the correct spot. Take up the
assignments that were completed in class. If they were not completed in class, have students
keep them and ensure them that they will have a few minutes at the beginning of class to
complete the assignment. Assign the reading homework and annotations. (3 minutes)

Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet. If they did not bring it to class, they can
borrow one from the table at the front of the classroom. Roll will quickly be taken while
students gather their required materials and take their seats.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Monday).” There they will find the materials they need to make up the assignment they
missed.
- Make sure students turn in their homework from the previous night. (3 minutes)

Bell Ringer:
- Return graded quizzes to students. Have them – on their sticky note – reflect on their grade.
Are they pleased with it? Did they get what they expected? Did they study for the quiz?
Day Twelve: Return all graded
When they finish, have them put their name on the note, fold it, and give it to the educator.
Act Four, quizzes to students.
(7 minutes)
Scenes One, No homework!
Two, & Write “Quiz
Reading Recap:
Three Thursday: Act Four!”
- Have students stand up in front of their chairs. Go around the room and perform a reading
recap. Each student must share a key point from the previous night’s reading. (10 minutes)

Juliet’s Personality Shift:

- Have students form blobs based on their eye color. If a blob is too large, break it in half.
Within those blobs, instruct students to create a Venn Diagram on a piece of paper with “Act
1 Juliet” on one side and “Act 4 Juliet” on the other. Have students work through the process,
comparing and contrasting how Juliet’s character had developed throughout the play.
(11 minutes)
- Once students have finished their Venn diagram (or when their time is up), students should
share what their group came up with. The educator should create a Venn Diagram on the
white board and fill it in with student answers. (11 minutes)
 Closing:
- Ensure that students turn in their Venn Diagrams and return to their seats. Let students know
that there is no homework for the night, however, if they would like to read ahead, allow
them to read Act Four, Scenes Four and Five.
(3 minutes)
Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet. If they did not bring it to class, they can
borrow one from the table at the front of the classroom. Roll will quickly be taken while
students gather their required materials and take their seats. Riddle: “Romeo and
- If students were absent the previous day, direct them to the bin labeled “What You missed Juliet are found dead
(Tuesday).” There they will find the materials they need to make up the assignment they on the floor in a
missed. (2 minutes) bedroom. When they
were discovered, there
Bell Ringer: were pieces of glass
- Have students answer the riddle on the SMART Board on their sticky note. When they’re and some water on the
finished, have them stick the note on the wall with the others from earlier in the unit. floor. The only
(5 minutes) furniture in the room
Day
- Have students share what they thought the answer was. After a few minutes, give them the is a shelf and a bed.
Thirteen:
answer. Study for quiz on Act The house in is a
Act Four,
- Answer: (This Romeo and Juliet were fish and the rattle from the train knocked their bowl Four! remote location, away
Scenes Four
off the table). from everything
& Five
- Remind students to think critically and think outside of the box. Tie this into thinking except for the nearby
critically about a text and how close reading can allow a reader to discover something that a railway track. What
surface reader would not. (5 minutes) caused the death of
Romeo and Juliet?”
Group Reading Activity:
- Group students up by Counting f (ex. 1, 2, 3, 4, 1, 2, 3, 4…) and have them find their own Make copies of the
spot to sit. Allow them to sit on the floor, in the hallway, etc. just ensure that they are 1. safe quiz for the following
and 2. on task. Have them read the Act Four, Scenes Four and Five together. They should day.
read it aloud and each student should have a part. Try not to intervene; focus on facilitation
and keeping students on task, rather than observing them. It is vital for students to be able to
explore the language and development of the story of Romeo and Juliet. (28 minutes)

Closing:
 - Have students return to their seats and give them the opportunity to verbally reflect on what
they read today. Remind students to take home their copies of Romeo and Juliet in order to
read over Act Four once again. Let them know that there will be a quiz the following day.
(5 minutes)

Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet. If they did not bring it to class, they can
borrow one from the table at the front of the classroom. Roll will quickly be taken while
students gather their required materials and take their seats.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Wednesday).” There they will find the materials they need to make up the assignment they
missed. (2 minutes)

Bell Ringer:
- Have students doodle a visual representation of something from the previous Act on their
Make sure to print
sticky note. Allow students to be as creative and as abstract as they would like. If needed,
final assessment
have them write a word or two explaining their doodle, in one way or another. When they are
Day Finish reading Act Five, sheets for class
finished, have them stick the sticky note to their forehead to signal they are finished.
Fourteen: Scenes One and Two and tomorrow!
(5 minutes)
Act Five, do accompanying
- Once everyone is finished doodling their visual representation, have everyone stand up and
Scenes One Double Entry journal (if Ensure that all student
do a Cocktail party, sharing what they doodled and why. The educator should drift around
& Two not finished in class). quizzes are graded and
the room and facilitate, ensuring that students are on task and actually discussing/talking
those grades are
about their doodle and Act Four of Romeo and Juliet. (10 minutes)
recorded!
Quiz Time:
- Have students return to their seats after putting their sticky notes on the growing wall of
sticky notes. Pass out the Act Four quiz and give students time to complete it. Once they
finish with the quiz, have them begin reading Act Five, Scenes One and Two in class,
while making a double entry journal of the sections. Ensure that students stay quiet while
others are still testing. If all students finish taking the quiz, allow students to move around
the room and read aloud with a partner if they so choose. Allow them to go into the hall if
they wish to read alone and want quiet. (25 minutes)

Closing:
 - Ensure all tests are taken up by this point in the class. If a student does not finish the test,
take it up anyway (unless an IEP specifically requires them to have a time extension. Once
all tests are gathered, instruct students to complete the reading and double entry journal
entries for homework if they did not get the chance to complete them in class. (3 minutes)

Welcome to Class:
- Students will be welcomed into class and given a sticky note. Students will be instructed to
make sure they have their copy of Romeo and Juliet. If they did not bring it to class, they can
borrow one from the table at the front of the classroom. Roll will quickly be taken while
students gather their required materials and take their seats.
- If students were absent the previous day, direct them to the bin labeled “What You missed
(Thursday).” There they will find the materials they need to make up the assignment they
missed. (1 minute)

Bell Ringer:
- On their sticky note, have students predict how they think the play is going to end. Once they
Make arrangements to
are finished writing their response, have them stick their sticky note on their forehead.
secure iPads and props
(3 minutes) Students should take
Day Fifteen: for students to borrow
- Once students are all finished responding, have them stand up and do a Cocktail Party, home the Romeo and
Act Five, during filming of their
sharing with their peers what they had predicted. (7 minutes) Juliet final assessment
Scene Three final projects.
assignment sheet home
& Project
Class Performance: and ensure they
introduction Return all graded
- Students will be asked to take out their copy of Romeo and Juliet and turn to Act 5, Scene 3. understand the project.
student quizzes to the
Students will be asked to volunteer for the parts needed. After getting volunteers, instruct
students.
your “performers” to go out into the hall for a few minutes and discuss how things should be
played out. While students are in the hall preparing, instruct students not performing to
move the desks into a semi-circle around the room. Let students who are performing know
that they can shift the scene as they like, as long as it sticks to the original concepts and
language of the text (i.e. they can shift the time, setting, or do a gender swap) (5 minutes)
- Once students are ready to perform, have the “audience” sit silently. The students should
play through the entirety of Romeo and Juliet’s Act Five, Scene Three. (15 minutes)
- Students who did not perform should facilitate a discussion of how the play ended.
(8 minutes)

Closing:
- Hand out the assignment sheet for the Romeo and Juliet final assessment. Read over the
assignment sheet with students and ask for questions. Let them know that work on the
project begins the following day in class. (6 minutes)