Activities List Activity Worth Timeline of Romeo and Juliet Newspaper -Gossip Columnist Scene Rewrite Soliloquy Shakespeare True and False Found Poem Elements of a Tragedy Diary of a Character Post Card Balcony Scene Text Messages /30 /30 - /15 /10 /10 /15 /15 (Poem plus Title Page) /20 /30 (one entry for each scene) /25 /15 Unit Outline: Lesson Title PLOs Lesson Objectives Activities/Methods Resources Intro to Billy A1, A4, A8, Students will be able to identify at least ten (10) facts about William Shakespeare’s. -Have students brainstorm everything they know about Shakespeare. Write these on the board. -Introduce Shakespeare via Powerpoint with Shakespeare True and False, this must hand them in. -White Board -White Board Markers -Powerpoint -True and False Question Sheet Prologue and Act 1 Scene 1 March 1st A3, A9, A10 Students will be able to describe the elements of a tragedy. -Introduce elements of a tragedy. Have students list the elements of a story, and write them on the board. Now that students have done that, introduce them to the play. -Have students sign up for roles of who is present. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet
March 6 sketches in Romeo and Juliet. -Read Act 1, Scene 4, and watch the film. -Looking back to what we’ve already done, have students pick 2 characters and describe their characters, giving note to physical appearance, attitudes, loyalties, etc. They are doing character sketches, and must describe personality. -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Exemplars of good and bad character sketches. -List of Characters Act 1 Scene 5 March 7 A1, A2, A3, A4, Students will be able to rewrite Scene 5 in Modern vernacular. -Have students sign up for roles of speakers. -Review last day -Read Act 1, Scene 5, and watch the film. -Pair students up in their seating arrangement. Inform that they are to rewrite one scene we have covered, in modern vernacular. It does not have to be word for word, but the idea must be there. -They should look to their character sketches, and to make sure that the character does not change in loyalties or personality. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Give good exemplar and bad. Act 2 Prologue Scene 1 March 8 A1, A2, A3, A4, Students will be able to rewrite a scene in Modern Vernacular. -Have students sign up for roles of speakers. -Review last day -Read Act 2, Prologue, Scene 1, and watch the film. -Give students time to work on their scene rewrites. -Any time remaining, have students work on daily journal. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet Act 2 Scene 2 March 9 A1, A2, A3, A4, Students will be able to rewrite the balcony in text messages -Have students sign up for roles of speakers. -Review last day -Read Act 2, Scene 2, and watch the film. -Explain that students will be rewriting the balcony scene in text messages. They may do -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet
this in partners, they may not use their cell phones. If they use abbreviations or text speak, they must write the real word in brackets right after. This can be in Modern English, and students are encouraged to do so. -Give students time to work on their daily journals. -Romeo and Juliet -Good exemplars and bad examplars. Act 2 Scene 3 March 12 B1, B3, C2, C3, Students will be able to create a newspaper column based on the events so far in Romeo and Juliet. -Have students sign up for roles of speakers. -Review last day -Read Act 2, Scene 3, and watch the film. -Hand out assignment on newspaper, where students must each a newspaper relating to the events of Romeo and Juliet so far. Please see assignment for greater detail. Go over rubrics and what not. -Give students time to work on Daily Journal. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Newspaper Assignment Sheet Act 2 Scene 4 March 13 B1, B3, C2, C3, Students will be able to create a newspaper column based on events of Romeo and Juliet. -Have students sign up for roles of speakers. -Review last day -Read Act 2, Scene 4, and watch the film. -Allow students to continue to work on Newspaper Assignment. -Complete daily journal assignment. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet March 14 B1, B3, C2, C3, Students will be able to continue to work on their newspaper assignment. -Have students complete Newspaper Assignment. Students will have all class to make it presentable for handing in. Go over rubric. Collect Daily Journal Assignments at the beginning of the class for what has been done so far. -Romeo and Juliet -Paper -Markers -Glue -Scissors -poster paper Act 2 Scene 5 A1, A2, Students will be able to -Have students sign up for roles of speakers. -White Board
Act 2 Scene 6 March 15 A3, A4, A8, A9, B1, B6, B7, describe the emotions based on Juliet’s first soliloquy. -Review last day -Read Act 2, Scenes 5 & 6, and watch the film. -With the final scenes of Act 2, we finally see Juliet get a soliloquy. Have students break down the soliloquy as a class, answering “what Juliet is saying” and “why she is saying these things”. Ask the basic questions, Who, What, When, Where and Why and Why is it important to the play. Do this as a class, have students provide external examples of any/all references. -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Soliloquy worksheet Act 3 Prologue Scene 1 March 16 B11 Students will be able to answer the questions of content from Act 1 and Act 2 of Romeo and Juliet. -Do Act 1 and Act 2 Test -Have students sign up for roles of speakers. -Review last day -Read Act 3, Prologue, Scene 1, and watch the film. -Have students work on daily journal. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Act 1 and 2 Test Act 3 Scene 2 March 26 A2, B1, B7, B8, Students will be able to write a prediction scene of Romeo and Juliet. -Have students sign up for roles of speakers. -Review last day -Read Act 3, Scene 2, and watch the film. - Given what we know happened so far, have students create the next scene in the play. What they think will happen, and who will be there. They must try and use Shakespearean language, and can use whatever characters they deem. Use character sketches, scene rewrites, etc. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Exemplars of good and bad. Act 3 Scene 3 A1, A2, A3 Students will be able to explain their predictions -Have students sign up for roles of speakers. -Review last day -White Board -White Board Markers
March 27 of Romeo and Juliet. -Read Act 3, Scene 3, and watch the film. -Talk about the differences in what they predicted, as opposed to what happened. Open up to discussion between students. -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Prediction Scenes Act 3 Scene 4 March 28 C1, C2, C3, C6, Students will be able to pick a topic for an expository essay. -Have students sign up for roles of speakers. -Review last day -Read Act 3, Scene 4, and watch the film. -Introduce Essay, which is due April 11 -Give students topics and outline graphic organizer. Give time for students to pick topic and fill in organizer. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Essay Assignment Handout (topics, graphic organizer) Act 3 Scene 5 March 29 C10 Students will be able to pick a minimum of 3 consequences and actions of Romeo and Juliet. -Have students sign up for roles of speakers. -Review last day -Read Act 3, Scene 5, and watch the film. -Hand out worksheet for the day, have students mark the action and consequences. Provide a good and a bad example. Ask who can name one decision a character acted upon and the consequence of that action? What about Romeo crashing the Capulet’s ball? He didn’t want to go initially, but decided he would attend. What was the consequence of that? He meets and falls in love with Juliet. Either by yourself (or pairs depending on the class), brainstorm some other actions and consequences in Acts 1, 2, and 3. -White Board -White Board Markers -Projector -Lurhmann’s Romeo and Juliet -Romeo and Juliet -Exemplars of good and bad. -Action/Consequence sheet Act 4 Scenes 1 to 5 C12, C7, C3, Students will be able to write a letter (Postcard) -Have students sign up for roles of speakers. -Review last day -White Board -White Board Markers