Skeleton Unit Plan_Romeo and Juliet

(Teacher, School, Grade and Subject)

Unit #

4

What can Romeo and Juliet tell us about gender and class relations in Elizabethan England? Is this the same or different from our time now? In what ways? Genre - 'Love story'

(Unit Rationale)

Unit Goal

Estimated Duration

25

We are basing our school context on the Las Vegas Valley schools (see link to the right). We want to encourage students to apply the literature (or ways of reading literature) to their own lives. We want to recognize and realize the historicity of social/political inequalities we have today, as well as how we have grown, in order to contextualize the oppressions and powers we have. By placing this unit just before winter break, we hope to allow students to understand the richness and usefulness of canonical texts, while noticing how all writers challenge dominant social/cultural norms in some way; we, as readers, just have to find them. The timing allows us as teachers to enable students to have a background before approaching the difficult language of Shakespeare, understanding the class structure enough that the focus can be on the text. Before break also gives students time after the unit to be able to reflect on how they might use this type of text in their everyday lives, as preparation for the final project of the year. School context We aim to build upon the students' knowledge of reading plays, recognizing archetypes, and articulating power dynamics to read Romeo and Juliet as an example of Elizabethan England's values toward love, men and women, and different social classes. We intend to read at least one scene per day, focusing on the main element (language, plot, etc.) in the scene during the class period. All the while, we will be building toward students' understandings of what constitutes a 'love story' so that they can identify gendered and class norms within this ideal. SWBAT identify elements of a 'love story' as well as explain how these elements reflect the values of the larger society. SWBAT analyze historical and texual evidence for their claims, citing texts properly (MLA format). SWBAT outline and explain the roles of gender and class in 'love stories' as they define them.

Template authors: Michael Saleeby Timothy Welsh Modified: Matt Kloser 7/06

(Teacher, School, Grade and Subject)

Prior Knowledge

Unit 1 - Class elements/cultural values/community experiences (2 weeks) Unit 2 - how to read different genres and archetypes (4 weeks); Unit 3 - Recognizing power dynamics (who/what type of person gets portrayed as what) (5 weeks). Students will already have written an analysis essay so they will already be somewhat familiar in recognizing appropriate language and structure for the essay at the end of Unit 4. Journaling will be an almost daily idea to them already, and they will already be used to saving the pieces for future use in potential papers/projects/portfolios. They will have created a journal collage in Unit 1 with a small group, so they are used to collaborating on ideas and creating materials and texts together. They will have completed a Venn Diagram already, as well as participated in, and created class rules for, large and small group discussion. This will be students' first encounter with a longer playtext format as far as classroom instruction is concerned, so the beginning of the Unit will be used to familiarize them with how to read/recognize that format. For the trial project, proper behavior will be addressed as well as court jargon in an effort to add to the performance aspect of it. Students will be taught the way in which performance can convey the playtexts meaning in different ways and how they are expected to perform clearly with emphasis during those specific activities. During the first two units, we will cover elements of 'good' reading aloud, using tapes, practice, and student examples so students will be somewhat familiar with the idea of 'performing' a written work. However, in this unit, students will gain an understanding of visually representing a text.

Unit Assessment

SW create an essay and/or visual representation explaining elements of 'love story', and how conceptions/values toward gender and class have changed through time. These essays/representations will be due on the last day of the unit, and we will have at least two days of work with peers (near the end of the unit) so that students have the opportunity to revise and revisit ideas and conceptions they have of 'love story'. The prompt will be as follows: You will be writing a 25 page essay explaining elements of a 'love story'. This project must include the following: an explanation of gender relationships in Romeo and Juliet ; an explanation of class relationships in Romeo and Juliet; An analysis of at least one minor character's involvement in the 'love story' (or why the minor characters are unimportant to the 'love story'); an explanation of whether the 'love story' has changed from Romeo and Juliet to the present; and you must include evidence from or analysis of at least one outside source (this can be from class, or outside class, as long as it's not Romeo and Juliet ).

Lesson #

estimated # of days

Lesson Objective Lesson Assessment

Requirements Completed before Class

Overview of LP (Main Activity)

(Benchmarks, Standards or Mastery Codes)


(Teacher, School, Grade and Subject) SWBAT define and explain how to read a play, specifically a Shakespearean play.

Initiate and participate effectively in a SW create their own one-page play outlining Shakespeare's form, and the plot of R&J, using dialogue, stage directions, and draft one-page outline/summary Students workshop summaries, range of 5 acts. Elements of Shakespearean tragedy form will be labelled. of R&J. adding dialogue, and checking collaborative discussions (oneto be sure it follows on-one, in 'Shakespearean' form of a groups, and tragedy. Final (for use in teacher-led) with students' reference and as a check for understanding) due at diverse partners on grades 9–10 the end of class. topics, texts, and issues, Assessment building on : others’ ideas and expressing their own clearly and persuasively. Objective:

LP1

2

Objective: SWBAT describe the Capulet/Montague conflict and Romeo's character, including class relationships. SW participate in discussion and journal about class in R&J's Act 1, scenes 1 and 2.

LP2

2

1

acting out and discussing Prologue, as well as outlining 'shakespearean' form.

Read 1.1

Acting out fight scene in 1.1

Read 1.2

Assessment :

SWBAT compare and contrast the language used between women (the Nurse and Juliet) and men (Romeo, Mercution, and Objective: Benvolio).

LP3

Read Prologue (or spark note version)

Read 1.3 and 1.4

Apply knowledge of discussion and journals about class structures we see in these language to understand how scenes language functions in different contexts

Acting out pieces of 1.3 and 1.4 Determine the that show differing language meaning of uses. words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of Template authors: Michael Saleeby Timothy specific word Welsh on Modified:choices Matt Kloser 7/06 meaning and tone (e.g., how the language

(Teacher, School, Grade and Subject) SW create a Venn Diagram (or other visual/written aid) to show the differences and similarities between male and female friendships in R&J.

LP3

Work with partners to create Venn Diagram comparing the two scenes

1 Assessment :

SWBAT analyze the language of love used by Juliet and Romeo in terms of gender relations.

Read 1.5, 2.1, 2.2

Objective: SW outline/model elements of love that Romeo and Juliet see, as well as what they think are elements of the 'love story'.

LP4

1 Assessment :

Objective:

LP5

1

SWBAT identify the differences across time in the balcony scene, and analyze what these differences might say about social Read 2.3 relationships shown.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Discussion of expressions of Cite strong and 'love' in our time - expectations, thorough textual roles, etc. evidence to begin student work toward final support analysis of what the text essay (elements of love story) what do they think needs to be says explicitly as well as there? inferences drawn from the text.

Listening to/watching different Analyze the versions of the balcony scene to representation compare across time. of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment


(Teacher, School, Grade and Subject) LP5

SW write an exit card with a thought they want to explore in the next scenes, created from their analysis of the differences in the balcony scene through time.

1

How does Romeo's actions in 2.3 change how we look at the balcony scene, if at all? (discussion/journal/pair sharing for elements of 'love story')

Assessment :

SWBAT explore the meanings and additions of minor characters to the overall plot/story.

Read 2.4

SW pick one minor character (Nurse, Friar Lawrence are the main ones here, we'll be working with Mercutio tomorrow, so students shouldn't pick him) and work with groups to create a collage or tableau explaining how they are integral to the 'love story'.

Read 2.5 and 2.6

Short discussions about plot, Conduct short then journals for each character as well as more sustained research Students split into groups to create their explorations of one projects to character's contributions to the answer a question 'love story'. (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

SWBAT articulate how historical time periods affect the meanings of character interactions in terms of gender and class.

Read Act 3, scene 1

SW participate in discussion and articulate how changes through history have affected how characters' interactions are viewed (with reference to LP3) and articulate how gender affects character's 'allowed' reactions. SW compare and contrast Romeo and Juliet's reactions to death, making a conclusion about masculine and feminine expectations.

Read Act 3, Scene 2 and 3.3

Objective:

LP6

2 Assessment :

Discussion, acting Mercutio's death, and discussion of historicity of homosexuality.

Objective:

LP7

2 Assessment :

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

Analyze how an author draws on and transforms source material discussion and 'overacting' of in a specific the differences between reactions of Romeo and Juliet to work death of friends/family (Mercutio vs. Tybalt).


(Teacher, School, Grade and Subject) SWBAT compare and contrast the ways Romeo and Master Capulet view Juliet.

Read 3.4 and 3.5

Objective:

LP8

2

SW act out or create tableaus showing visually the differences (or similarities) between the attitudes Romeo and Capulet take toward Juliet, citing texual evidence. SW build on this knowledge to analyze other characters' attitudes toward Juliet in Assessment discussion. :

Read 4.1

SWBAT identify differences between metaphorical truths and literal truths. SWBAT analyze the use of figurative language in Read 4.2 and 4.3 manipulating truths and perceptions of characters (specifically Juliet).

discussion and journaling about Analyze a specific lines/ways of speaking particular point to/about Juliet. of view or cultural creating tableaux/acting in groups to show findings - short experience discussion on Paris's attitude in reflected in a work of literature 4.1

Venn diagram of Juliet's character identifying traits given to her that represent literal power, metaphorical power, and whatever constitutes both.

Objective:

LP9

1 SW create a venn diagram of Juliet's character from the previous balcony scene and the figurative language in these two (4.2 and 4.3) with a partner.

Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Assessment :

SWBAT identify a role Friar Lawrence plays in the action and identity of the play, SWBAT debate reasons in which Juliet took the poison

Objective:

LP10

3

Day 1: 4.4, 4.5; Day 2: 5.1, 5.2; Discussion, journal, and miniDay 3: Have questions and lectures (Days one and two) parts prepared for trial.

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the Saleeby Timothy Welsh theme.

Template authors: Michael Modified: Matt Kloser 7/06

LP10

3

(Teacher, School, Grade and Subject) SW engage in a discussion and journal in which they define 'blame' and create their own procedure for determining 'blame' using texual evidence. SW hold a trial where they put Friar Lawrence on trial for his actions. Half of the class will be the defense, arguing while the other half will be on the side of Friar Lawrence, one side arguing that he was on the side of love, while the other side will argue that he is soley responsible for the endgame of the play. The question being asked here is he Assessment the failed hero for a love story, or a catalyst for a tragedy? :

SWBAT define and analyze the concept of characters coming "full circle" in both character and story.

Read 5.3

SW re-read/skim the end of act 4/act 5 and once complete, each table (tables set in groups of four) will be given a character from the play. SW create a flow chart using textual evidence to show where the character wound up, if they wound up where the students felt they would, if the foreshadowing proved to be true in all instances.

Group work to create final Students bring notes/quotes for creating flowchart for their character. final flowchart with their groups.

Objective:

LP11

2

Assessment :

Trial of Friar Lawrence Day 3

Using charts to diagram what students know about the story evolution/character evolution in regards to plot/themes of love story

multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


(Teacher, School, Grade and Subject) SWBAT summarize and prove the makings of a tragedy, cite examples using R and J Objective:

Students bring original one-page summary of R&J, and journals of Juliet's reasons for taking poison, and notes about 'blame'.

SW use chart from previous day to mark points in which tragedy ensued. Bring these points together and discuss what we believe to be the final cause of the lovers death, as well as what is tragic, do the ends justify the means? Students will write their findings out in a short journal that will be collected. LP12

Students individually create one paragraph-page explanatory essay/journal explaining where tragedy happens in the play. Discussion of points of tragedy, love and fate, as well as of the class and gender component of R&J in the tragedy. Journal/exit ticket to summarize discussion.

2 Assessment :

SWBAT synthesize previous work (journals, notes, worksheets, questions, etc.), use peer revision and editing techniques, and create a representation (both visual and written) of their interpretations of 'love story' as it relates to Romeo and Juliet. SWBAT express and explain their conceptions of gender and class in Romeo and Juliet and compare it to their conceptions of gender and class in their lives (the present day).

Day 1: Students bring a picture or other visual representation of 'love story'. Day 2: Students bring completed web and outline of paper (topic sentences and possible thesis).

Day 1: Students spend day brainstorming, must complete an idea web (or similar construct) by the end of the period. Day 2: Students find quotes (the group projects of LP11 will be available for reference) to support their topic sentences.

SW write a 2-5 page essay, including multimedia component(s), explaining and analyzing components of 'love story' using peer feedback and revision. SW incorporate previous journals, discussions, etc. into a final project showing how elements of a 'love story' have either changed or remained the same over time. SW synthesize multiple ideas (regarding gender, class, and genre) to create a thesis, theory, or claim.

Day 3: Students bring topic sentences and quotes, with at least one paragraph fully written out. Day 4: Students bring draft of introduction OR concluding paragraph, as well as final visual component

Day 3: students workshop with partners to edit paragraph and write one more in class. Day 4: Students work with peers to revise introduction or conclusion (students' choice), being sure to address the visual component. (Final due Monday - assuming next week is two days long before the winter break)

Objective:

LP13

4

Assessment :

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Objective: LP14


(Teacher, School, Grade and Subject) LP14

Assessment :


(Teacher Name, School, Grade and Subject)

Lesson Title LP 1 2

# of Days

Prior Knowledge Lesson Objective

Enrichment

Students will have read the prologue of Romeo and Juliet . We will have engaged in journaling in previous units, and we will have already experimented with re-writing existing texts into different forms. SWBAT define and explain how to read a play, specifically a Shakespearean play. SW create their own one-page play outlining Shakespeare's form,

Lesson and the plot of R&J, using dialogue, stage directions, and 5 acts. Assessment Elements of Shakespearean tragedy form will be labelled. (Benchmarks or Standards)

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Accommodations

Students who wish to be challenged can decide to create their one page summary in lines of 10 syllables each (starting the idea of meter). Further, if students, partners, or groups decide to continue to refer to this summary, they can use their original summary to note, add, or take away elements in order to represent the necessary pieces of 'love story' as the visual element in their final project. These one page summaries can be written in any language, so long as students can identify where the elements of the plot (according to the Prologue) are and where the elements of the Shakespearean tragedy are.

(Anticipated Problems) (Changes for next time) (What worked well)

Materials Needed

Prezi for elements of tragedy (specifically the action). Students need R&J book, pen(cil), paper/journals, and self. Teacher needs board, markers (or computer and projector), and handouts of 'original' prologue.

Dates

Time

Student Learning Task or Activity

METHOD

Teacher Activity


(Teacher Name, School, Grade and Subject) Journaling on the prompt on the board.

Journal - prompt projected on the board.

Project prompt: "Think about how reading a play might be different or the same from a short story or novel. What sorts of differences do you notice in structure or the way language is used? Are there strategies you can think of that we've used you can adapt for reading a play?" Walk around and check in with students.

Students talk with groups to decide 1-2 ideas from the group that are important to keep in mind when reading a play. One representative from each group will write these ideas on the board. Students ask questions or make comments about the list generated on the board.

Small group discussion.

Teacher introduces plan: discuss with group, choose 1-2 ideas, and a representative will write them on the board.

Whole class discussion.

Students listen and watch as teacher presents elements/growth of tragedy in Shakespearean plays Students discuss as a class and decide which lines of the prologue might belong to which of the five acts (at least one line per act). They then split into five groups (5-6 per group) and each group creates a tableau based on the prologue for one act.

mini-lecture

Teacher introduces other elements if students have not thought of them. (i.e. that name: means that person is speaking and italics are stage directions - they get done, not spoken; and that this is a performance and the people speaking are speaking to a group of people watching the action. Teacher presents prezi

Student groups present tableaus quickly - 1.5 minutes each, and 30 second setup/transition. Students not in tableau make 1-2 comments on what they see.

Presentation and Teacher facilitates commentary, redirecting as commentary appropriate. Times tableaus and transitions.

8:00-8:05

8:05-8:10

8:10-8:15

8:15-8:20

8:20-8:35

8:35-8:45

Whole class discussion. Mini teacher lecture. Small group activity.

Teacher facilitates by projecting prologue on the board and noting where each act is according to the students. Teacher explains what a tableau means, and that we cannot touch each other. Teacher walks around and facilitates forming of tableaus, making suggestions and helping to direct students to the lines on the board.


(Teacher Name, School, Grade and Subject) Students listen to the teacher's instructions for the next teacher wrap-up day. and instructions. 8:45-8:50

Extra

Students can begin work on summaries.

Students read original prologue to Romeus and Juliet, If more than one of the plays Shakespeare based his off of, and 5 minutes discuss in their groups the differences, especially in time extra how the story is portrayed to the audience. Day 2

8:00-8:05

8:05-8:35

8:35-8:50

Teacher recaps for the students what the tableaus showed. Teacher gives instructions for one-page summary. (handouts for those who cannot access the internet at home, online course website for those who can). Individual work Teacher checks in with students for understanding. Original Prologue Teacher hands out original prologue, and projects/writes the guiding question on the board. "What is the difference between these two stories? How do you feel after reading each prologue?"

one-page outline draft due (can be rephrasing of prologue) If students have not gotten to the handout last time, Journal - prompt they pick up the handout of original prologue, and projected on the begin writing on it as their journal, same question(s) board. from last time. If they have gotten to it the handout last time, they will take out their one-page summaries and begin writing ideas about dialogue options, based on what they know about the events in the play Peer review - 2-4 partners in the process. Students work on adding appropriate dialogue and stage directions.

Peer review

Groups (5 total) each choose one act (no repeats) they Small group will combine from their own individual ideas and discussion. perform (if time).

Teacher walks around and checks in with students.

Teacher reminds students of peer review and feedback guidelines (on board), then walks around and checks in with at least half the groups. Teacher times each 10 minutes, telling students when to switch partners (going around their groups). Teacher facilitates, introducing activity, and splitting groups into acts. Teacher facilitates performances (if time).


(Teacher Name, School, Grade and Subject) Student performances of written acts, and discussion of differences between theirs and the tableaus yesterday. Extra

performance and Teacher facilitates performance, and prompts whole class discussion afterward. Collects one-page discussion. summary with edits at end of class for completion grade. Instructs students to read 1.1 and 1.2 for tomorrow, focusing on the differences and similarities between the Capulets and the Montagues, trying to place the characters into a hierarchy within each family. (example displayed on board of 'The Corleones' from The Godfather movies).





Lesson Title LP 2 # of Days Prior Knowledge Lesson Objective Lesson Assessment

2

Enrichment Accommodations

SWBAT describe the Capulet/Montague conflict and Romeo's character, including class relationships.

(Anticipated Problems) SW participate in discussion and journal about class in R&J's Act 1, (Changes for next scenes 1 and 2. time) Apply knowledge of language to understand how language

(Benchmarks functions in different contexts or Standards) Materials Needed Time

(What worked well) Dates


METHOD

Teacher Activity





Lesson Title LP 3 # of Days 1 Prior Knowledge Lesson Objective


SWBAT compare and contrast the language used between women (the Nurse and Juliet) and men (Romeo, Mercution, and Benvolio). SW create a Venn Diagram (or other visual/written aid) to show the

Lesson differences and similarities between male and female friendships in Assessment R&J.

(Benchmarks or Standards)

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Materials Needed Time

(Anticipated Problems) (Changes for next time)

(What worked well)

Dates Student Learning Task or Activity

METHOD

Teacher Activity







Lesson Title LP 4 # of Days Prior Knowledge Lesson Objective Lesson Assessment

1


SWBAT analyze the language of love used by Juliet and Romeo in terms of gender relations. SW outline/model elements of love that Romeo and Juliet see, as well as what they think are elements of the 'love story'.

(Anticipated Problems) (Changes for next time)

Cite strong and thorough textual evidence to support analysis of

(Benchmarks what the text says explicitly as well as inferences drawn from the or Standards) text. Materials Needed Time



METHOD

Teacher Activity







SWBAT identify the differences across time in the balcony scene, and analyze what these differences might say about social relationships shown.

(Anticipated Problems)

SW write an exit card with a thought they want to explore in the next

Lesson (Changes for next scenes, created from their analysis of the differences in the balcony Assessment scene through time. time) Analyze the representation of a subject or a key scene in two

(Benchmarks different artistic mediums, including what is emphasized or absent in or Standards) each treatment Materials Needed Time



METHOD

Teacher Activity





Lesson Title LP 6 # of Days 2 Prior Knowledge SWBAT explore the meanings and additions of minor characters to Lesson Objective the overall plot/story. Lesson Assessment


SW pick one minor character (Nurse, Friar Lawrence are the main ones here, we'll be working with Mercutio tomorrow, so students shouldn't pick him) and work with groups to create a collage or tableau explaining how they are integral to the 'love story'. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation


Enrichment Accommodations (Anticipated Problems) (Changes for next time)

(What worked well)


METHOD

Teacher Activity



8:43-8:45

8:45-8:50

students volunteer for parts, write down who they are and which side (M/C) they're on. Journaling based on projected prompt

Setting up next day activity. Projection of quotes, journaling

Ask for 5 volunteers to do the performance of 3.1 tomorrow Display quotes from Acts 1 and 2 with directions to journal "In Act III, Shakespeare's tragedies generally start the downfall of characters. This is when things 'go bad'. From these quotes, what do you predict might happen? Why/how do you know that? What are the possible consequences of your predictions?"





Lesson Title LP 7 2

# of Days

Prior Knowledge

Lesson Objective

Lesson Assessment

Enrichment

Students will have already created Venn Diagrams regarding masculine and feminine ways of interacting in different scenes, so they will be familiar with this aspect of Day 2. In the previous lesson plan, students will have analyzed the contribution of minor characters so they will at least have been exposed to the idea that minor characters are important for the 'love story' to happen. SWBAT articulate how historical time periods affect the meanings of character interactions in terms of gender and class. SW participate in discussion and articulate how changes through history have affected how characters' interactions are viewed (with reference to LP3) and articulate how gender affects character's 'allowed' reactions. SW compare and contrast Romeo and Juliet's reactions to death, making a conclusion about masculine and feminine expectations. Analyze how an author draws on and transforms source material in

(Benchmarks a specific work or Standards) Materials Needed Time

Journals, pen/pencil, copies of text, articles (which they will be presented with), post-its or other mark-up material


Accommodations


Teacher has a specific point they're trying to reach in the discussion, if this outline is created, questions can be thrown out for students to answer if discussion falters. It's important to pay attention to what students say as well as what they don't say, and question both when appropriate to develop deeper answers. Have specific lines picked out in the text for discussion if students have a difficult time. Writing on the board to break down assignment, scaffolding before hand leading into the discussion preparing students with ideas of the topic at hand. The journaling serves to provide a foundation for students to begin thinking about these ideas prior to the discussion.

The main potential problem is that students just miss the connection overall, or simply don't care.

(Changes for next time)

(What worked well) Dates METHOD

Teacher Activity


(Teacher Name, School, Grade and Subject) Journaling (2-4 minutes) in their seats, silently.

Prompt projected "What does 'loyalty' mean? What does or written on 'friendship' mean? Do you think Mercutio's death board. was caused more by his loyalty to the Montague family, or by his friendship to Romeo? Why?" Teacher projects/writes prompt on board. Walks around to check in that students understand the prompt, and watch for signs of being done (indicates time to wrap up and start next activity).

Participate in creating class definitions of 'loyalty' and 'friendship' - volunteer to write on board. Acting/reading Act 3.1 lines 57-113 (Romeo, Tybalt, Benvolio, Mercutio, Petrucio, 'followers' - no lines); Students not acting follow along and note (post-its) where they see 'loyalty' vs. 'friendship'

Discussion

Students return to their seats, take out journals from yesterday and today, begin discussion.

Discussion who/what killed Mercutio? How does his death add to the story?

Students read excerpt from (queering romeo and mercutio) Students talk with their small groups about whether or not their view of the previous question has changed

Annotate (each own copy) Small group discussion

Walk around classroom and check in with students. Walk around classroom and check in with groups. Note key ideas and ask groups to share.

Students share their perspectives

Whole group discussion Mini-lecture

Facilitate discussion, then wrap-up.

8:00-8:04

8:04-8:08

8:08-8:15

8:15-8:25

8:25-8:30 8:30-8:40 8:40-:8:45

Students actively listening. 8:45-8:50

Volunteers for each character, and couple to 'follow'

Facilitate discussion and help summarize student responses for class definitions Remind volunteers from the day before (9)to put emotion into words, have them come up and begin acting, facilitating points of stopping when/if necessary. Split rest of class into two groups (loyalty and friendship). Facilitating discussion - How does Mercutio's role fit into the 'love story'? Do we need a 'Mercutio' character to have a love story? Think back to your journals last time, about the foreshadowing Mercutio does - on handout. (point to Romeo's line afterward, the foreshadowing lines, romeo's 'interferance' in the fight, and the feud -prologue).

Teacher lecture - show timeline of appearance of 'homosexuality' as a concept attached to a person.


(Teacher Name, School, Grade and Subject) 8:50-9:00 (extra activities)

Students read 3.2 and 3.3, keeping in mind that these two women would be played by men. (sticky note places/lines that they think might be awkward to know men are saying)

Student silent/partner reading

Teacher walks around, checks in with students for understanding.

Journaling (2-4 minutes) in their seats, silently. If students didn't get to the extra activity the day before, that will replace this days journaling.

Journaling

Discussion of journal entries, students discuss their interpretation of Romeo and Juliet's emotional responses to the death of loved ones, what role did they feel gender played in this? Students have class discussion regarding ideas of masculenity versus femininity and as a whole we discuss sterotypes and the notion of these sterotypes.

Class discussion

Teacher has already written journaling topic on board- Consider the recent deaths in the play, Tybalt and Mercutio, what are Romeo and Juliet's different reactions and what roles do their gender play in these reactions? Teacher takes attendance and goes around to make sure students are on track. Teacher facilitates students discussions about their journals.

DAY 2

8:00-8:10

8:10-8:15

8:15-8:20

8:20-8:30

8:30-8:35

Class discussion

Students pair into groups of 4 reading over scenes 3.2- Group Work 3.3. Using evidence from the text they will generate a list of characteristics of Romeo and Juliet based on their responses to their respective "loved ones" death.

Students will look up front towards the board, Teacher Class discussion will then go through the groups asking for adjectives they came up with regarding the characters.

Teacher writes the term "Masculine, Feminine" on two sides of the board. Going off of their journals, Teacher will open up a discussion regarding of masculine activities versus feminine activities (as dictated by society). On the board Teacher will write Juliet and Romeo (but leave it there for now). Teacher will then walk around room checking in on groups guiding them if they seem stuck. Possible topics to aid groups in their thinkings are ideas of "Feminine or Masucline" ideas. Teacher will write adjectives under each character.


(Teacher Name, School, Grade and Subject) Students actively listening.

8:35-8:50

Mini-Lecture Using portions of Virginia Woolf's essay on Judith Shakespeare, Shakespeare's fictional sister Teacher will close off days discussion with an analysis of her points regarding gender in Shakespeare's time, connecting this of students reading of lines that would have been "weird if read by two males". The discussion will wrap leaving students thinking of the idea of female sterotypes being promoted and created in this time by men dressed as women, and how these ideas are still around in society as well as the "love story."





Lesson Title LP 8 # of Days 2 Enrichment Prior Accommodations Knowledge SWBAT compare and contrast the ways Romeo and Master Capulet Lesson (Anticipated Objective view Juliet. Problems) Lesson Assessment

SW act out or create tableaus showing visually the differences (or similarities) between the attitudes Romeo and Capulet take toward Juliet, citing texual evidence. SW build on this knowledge to analyze other characters' attitudes toward Juliet in discussion.


Analyze a particular point of view or cultural experience reflected in a

(Benchmarks work of literature or Standards) Materials Needed Time 8:00-8:05 8:05-8:15 8:15-8:25 8:25-8:30 8:30-8:40 8:40-:8:45 8:45-8:50 8:50-9:00 (extra activities)



METHOD

Teacher Activity









SWBAT identify differences between metaphorical truths and literal truths. SWBAT analyze the use of figurative language in manipulating truths and perceptions of characters (specifically Juliet).


SW create a venn diagram of Juliet's character from the previous

Lesson (Changes for next balcony scene and the figurative language in these two (4.2 and 4.3) Assessment with a partner. time) Analyze how an author’s choices concerning how to structure a text,

(Benchmarks order events within it (e.g., parallel plots), and manipulate time (e.g., (What worked well) or Standards) pacing, flashbacks) create such effects as mystery, tension, or surprise.



METHOD

Teacher Activity







Lesson Title LP 10 3

# of Days

Prior Knowledge

Enrichment

At the end of the previous class students will be introduced to court terms as well as the structure of the court room. A Friar Lawrence will be picked as will a defense attorney and the prosecuter (if more students want to participate than roles available we will draw from popcicle sticks to randomly pick). Once these roles are chosen, students will learn of appropriate types of questions to ask, as well as what types of things dictate guilt--or what are we putting Friar Lawrence on trial for? Students will not have read the end of the play yet, so they will be debating his role up unto this point. They will have read up to act 5.1-5.2 so their questions/defense will be framed around the debate of his true intentions. Students will have had debates before so they will be familiar with proper etiquette of debate versus discussion, as well as our own classroom rules to ensure the respect of all students. Students will craft questions together in class, as well as work on it at home if they have more to add.

Accommodations

Creating student roles for those who aren't directly involved, there will be a jury section as well as a court reporter, a baliff, anything to accommodate engagement. Outside questions from those who don't necessarily want to participate in the theatrics portion will be fielded as well. All students get to particpate in the process of the debate. The teacher will be the judge in order to maintain "order" in the classroom and keep discussion on track. Classroom will have desks pushed aside to form a space for the defendant to sit, as well as his attorney. On the opposite side there will be a space for the prosecutor(s), and the court reporter. I will be at the podium overseeing the discussion. There will be a section of a group of desks for the jury to sit, and the audience will be the same as a court audience except they will be able to have questions fielded as well as approach the bench if they so choose. Assuming there are 25-28 students, there will be Friar Lawrence, a defense attorney, 2-3 prosecutors, 2-3 court reporters (students may write in any language, if students are bilingual this can be a plus to get them engaged) 12 jurors, but depending on participation desire the entire class can be encorperated as a jury.


(Teacher Name, School, Grade and Subject) SWBAT identify the role Friar Lawrence plays in the action of the play, is he the catalyst for a love story or a tragedy?

Lesson Objective

Lesson Assessment


SW hold a trial where they put Friar Lawrence on trial for his actions. Half of the class will be the defense, arguing while the other half will be on the side of Friar Lawrence, one side arguing that he was on the side of love, while the other side will argue that he has other motives. The question being asked here is he the failed hero for a love story, or a catalyst for a tragedy? Regardless of the students perception on the matter, Frair Lawrence is a character necessary to analyze given his role in the play as well as society--being that he is a man of the cloth.

A lot of this is in students hands regarding the questions they form/ask and the way they handle the atmosphere. I think with all of them collaborating together on either side of the argument their on good questions may form, but many students may speak up more than others. The most the teacher can do is provide an opportuntiy for whoever wants to participate to participate. The sides may be favored to one side or another so the question has to be framed ambiguously to make either side seem arguable or enticing, if sides are lopsided, it may have to be shuffled forcing students to think about a side they weren't prepared to.


Analyze how complex characters (e.g., those with multiple or

(Benchmarks conflicting motivations) develop over the course of a text, interact or Standards) with other characters, and advance the plot or develop the theme. Materials Needed Time 8:00-8:10 (Day 1)

8:10-8:15

Students will have questions prepared as well as pen/pencil with paper to take notes and present counterclaims.


METHOD Student Learning Task or Activity Journal prompt will be on the board asking students to Journaling "Define blame, write a story/journal in which a character/person is blamed for something." Brief discussion on students definitions of blame, how Group Discussions they dictate blame. Students may use their journal entries as a base of their argument if they choose.

Teacher Activity Teacher will take attendance and go around the room to see where everyone is at with the activity. Teacher asks "What are some of the ways you guys wrote down to recognize blame, and where it deserves to go?"



8:15-8:35

8:12-8:40

8:40-8:50

Students will be put into groups of 4, each given a Whole Class character in the play who has some affect on Juliet's Instruction/Group life. From there, they will look at the position Juliet is in Work with the fake poison, and discuss notions of blame and why (even if they don't agree) the character they recieved should take the blame for Juliet's position.

"Given where we're at in the play with Juliet about to take the poison, whose fault is it? Looking at our definitions of blame, each group will receive a character and determine if that character deserves to receive the blame for Juliet's predicament…." Characters include Tybalt, Juliet, Lady Capulet, Romeo, Friar Lawrence

Bring students back together, go around to each group Whole Class and ask them to defend putting the blame on the Discussion character they received, ask them to share quotes they use. Pick one, offer next group a chance to retort, and so on.

"Given where we're at in the play, whose fault is Juliet's predicament? Looking at our definitions of blame, each group will receive a character and determine if that character deserves to receive the blame for Juliet's predicament…." Characters include Tybalt, Juliet, her parents, Romeo, Friar Lawrence, and Mercutio

Let discussion carry on as long as it needs to, lead it Whole Class into asking who students personally feel were to blame. Discussion From there, lead into introduction to the next two days which will formulate into the trial of Friar Lawrence.

Teacher introduces the assignment that will culminate from this day of class, use discussion to segway into lesson.

Any extra time will have students going back to their Journaling 8:50-9:00 journals on blame and writing who they thought was to (Extra time) blame and if it was different from who their group was assigned. Journaling- Students will journal listing court terms they Journaling 8:00-8:05 know, whether it be positions in the court, objects, etc. (Day 2) Students listening and looking at picture.

Mini-lecture

Teacher will see which students would like to play which roles to see if random drawing is necessary/go over roles with class. Roles will then be drawn if necessary, if not Teacher will go right into explanation of role responsibilities

Mini-instruction

8:05-8:10

8:10-8:25

Teacher will have prompt on the board, take attendance Teacher will pass around image of court room identifying certain objects such as the bench, witness booth, and so on Teacher will write roles on board, Friar Lawrence, Montague, the Capulets, Attorneies, jury members, court reporter



8:25-8:45

Defense attornies, witnesses, and plantiffs will all meet Group Work together according to their general assertions on Friar Lawrence. The jury will meet to create any questions they would like asked in the trial. They are ultimately the ones who decide the verdict, so their input is a nice thing to include. Students must use textual "evidence" and are required to have at least 3 questions.

Teacher organizes students based on groups, walks around to guide them if necessary.

Students look to the front as Teacher wraps up day.

Class Address

Classroom will already be set up with desks on the right side of the room for the jury, the front of the room will have the attornies as well as Friar Lawrence, Judge podium (for Teacher to facilitate), court reporter will be between jury and defendant, and the rest of the desks will be set up for court audience, students will approach places that coordinate with roles decided the day before Students will participate in the trial. Opening remarks will be made by all attornies, as well as Friar Lawrence. These should be about a paragraph a piece (it is assumed all these instructions have been covered for the students). Questions will then begin of Friar Lawrence, who will use the text when appropriate to defend the argument he/she is making

Whole Class Instruction

Teacher tells students to work on developing more questions over the weekend and make sure every claim they make has textual evidence. Give an example on the board of something that could be asked/presented as evidence to get students thinking. Make sure each role knows what they must have, Friar Lawrence needs alibis, attorneys need opening remarks, witness need stories, all of this must be backed up with text though Teacher will direct students to their positions while reviewing directions

8:45-8:50

8:00-8:10 (Day 3)

8:10-8:40

Whole Class Activity

Teacher will maintain order but mostly let students handle things, only stepping in to introduce "Opening statements" and calling people to the bench.



8:40-8:50

Closing arguments are made, jury deliberates, Friar Lawrence sentence is passed

Whole Class Activity

While the jury deliberates, teacher uses board to review evidence with whole class. Once process is over, students clean up room, are talked to about the next days class.





Lesson Title LP 11 # of Days 2 Prior Knowledge SWBAT define and analyze the concept of characters coming "full Lesson Objective circle" in both character and story. Lesson Assessment


SW re-read/skim the end of act 4/act 5 and once complete, each table (tables set in groups of four) will be given a character from the play. SW create a flow chart using textual evidence to show where the character wound up, if they wound up where the students felt they would, if the foreshadowing proved to be true in all instances. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.



(What worked well)


METHOD

Teacher Activity







Lesson Title LP 12 # of Days 2 Prior Knowledge SWBAT summarize and prove the makings of a tragedy, cite Lesson Objective examples using R and J Lesson Assessment

SW use chart from previous day to mark points in which tragedy ensued. Bring these points together and discuss what we believe to be the final cause of the lovers death, as well as what is tragic, do the ends justify the means? Students will write their findings out in a short journal that will be collected.


Determine a theme or central idea of a text and analyze in detail its

(Benchmarks development over the course of the text, including how it emerges or Standards) and is shaped and refined by specific details; provide an objective summary of the text.




METHOD

Teacher Activity







Lesson Title LP 13 # of Days 4 Prior Knowledge

Lesson Objective

Lesson Assessment


SWBAT synthesize previous work (journals, notes, worksheets, questions, etc.), use peer revision and editing techniques, and create a representation (both visual and written) of their interpretations of 'love story' as it relates to Romeo and Juliet. SWBAT express and explain their conceptions of gender and class in Romeo and Juliet and compare it to their conceptions of gender and class in their lives (the present day). SW write a 2-5 page essay, including multimedia component(s), explaining and analyzing components of 'love story' using peer feedback and revision. SW incorporate previous journals, discussions, etc. into a final project showing how elements of a 'love story' have either changed or remained the same over time. SW synthesize multiple ideas (regarding gender, class, and genre) to create a thesis, theory, or claim.



Write arguments to support claims in an analysis of substantive

(Benchmarks topics or texts, using valid reasoning and relevant and sufficient or Standards) evidence. Materials Needed Time



METHOD

Teacher Activity

TTemplate authors: Michael Saleeby Timothy Welsh Modified: Matt Kloser 7/06






Lesson Title LP 14 # of Days 0 Prior Knowledge 0 Lesson Objective 0 Lesson Assessment (Benchmarks or Standards)


0

(What worked well)



METHOD

Teacher Activity




Skeleton Unit Plan_Romeo and Juliet

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