Lesson Plan : Romeo and Juliet Unit Plan

Teacher Name:
 J. Eastwood
Grade:
 Grade 9-10
Subject:
 Language Arts

Topic:
 Unit focus Students will: 1.illustrate what they know about Shakespeare's life, times, and works. 2.exhibit knowledge of terms associated with a tragedy: introduction, complication, climax, falling action, catastrophe 3. exhibit knowledge of terms associated with poetry: iambic pentameter, tragedy, catalyst, sonnet, parallel and foil characters 4. show knowledge of literary terms: protagonist, antagonist, conflict, foreshadowing, and irony 5. exhibit interpriting motives of characters 6. recognize time conpression, haste causes the tragedy
Content:
 1. research Shakespeare's time period 2. read selected parts of the play 3. keep a personal response journal 4. produce character sketches 5. write 3-paragraph essay
Goals:
 1. The student will demonstrate comprehension and interpretation of a variety of different literary genres. 2. The student will demonstrate knowledge of selected literary terms. 3. The student will exhibit the ability to write a 3-paragraph cohesive paper on a selected topic related to Romeo and Juliet.
Objectives:
 Students will: 1. illustrate knowledge of Shakespeare's life, times and works 2. exhibit knowledge of the following literary terms: complication, climax, falling action, catastrophe, iambic pentameter, tragedy, catalyst, sonnet, protagonist, antagonist, conflict, foreshadowing and irony 3. maintain orderly notes 4. exhibit ability to work alone, with partners and in small groups
Materials:
 hand-outs, teacher-made worksheets, personal journals videos of Romeo and Juliet
Introduction:
 Students will use the media center to research aspects of Shakespeare's life and times.
Development:
 Introduction to Shakespeare Hand-out on history, the Globe Theatre, structure of the play, overview of what students know about Romeo and Juliet and Shakespeare , in general
Practice:
 Review structure of a Shakespearean tragedy (introduction, complication, rising action, climax, falling action, and catastrophe) in small-group discussion with a selected scribe and give group report to the class
Accommodations:
 small group and individual instruction, extra time for completion, shortened assignments (if appropriate and necessary)
Checking For Understanding:
 daily "quick" question/answer sessions at the beginning of class, quizzes when appropriate, class discussion
Closure:
 At the end of the unit, each student will prepare a 3 paragraph paper on a topic of their choosing (from a assigned list)at a final assessment of understanding.
Evaluation:
 daily quizzes, tests, group work, data collection,teacher observation

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