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 |
Teacher Reflections: |
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