Lesson Plan : What's in a Name?
Teacher Name: | Evans |
Grade: | Grade 9-10 |
Subject: | Literature Activities |
Topic: | Using knowledge of character's from Romeo and Juliet and placing them in present-day situations |
Content: | Analyzing |
Goals: | National Standards for Fine Arts: Theater NA-T.9-12.4: DIRECTING BY INTERPRETING DRAMATIC TEXTS AND ORGANIZING AND CONDUCTING REHEARSALS FOR INFORMAL OR FORMAL PRODUCTIONS National Standards for English K-12 NL-ENG.K-12.3 EVALUATION STRATEGIES:Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
Objectives: | Students will: Analyze Characters' Key Features. Focusing on Six Thought Provoking Questions. Consider Characters' Key Features and place them in real world situations. |
Materials: | Handouts with Questions or Transparency Large "Post It" Paper Markers |
Introduction: | Begin discussing the summary of Romeo and Juliet from the view of a Secondary Character. The students will be challenged to see the play from the perspective of another character. |
Development: | From their discussion students will be lead to consider the final scene of Romeo and Juliet. |
Practice: | *Students will break into groups of 6. *Each group will be assigned a character. (Romeo, Juliet, Friar Lawrence, Prince Escalus,Paris, Mercutio) *Consider the following questions: (1) The sort of person the character was at the beginning of the play? What were they like at the end? What caused the changes? Can you point to a key turning point? (2) What was the moral low point, the moral high point for this character? (3) To what degree was the character responsible for this tragedy. (4) Would the character change the ending of the play? What would he/she have done differently? |
Accommodations: | I would only have the students write on one question. |
Checking For Understanding: | The writing assignment would be my assessment. It would have to be type-written and one-page in length. |
Closure: | |
Evaluation: | |
Teacher Reflections: |
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