Lesson Plan Romeo And Juliet Balcony Scene 1t4932

Lesson Plan Grade/Content Area

Lesson Title State Standards: GLEs/GSEs Or Common Core State Standards:

9th Grade Honors English Language Arts Young Love Across Time CCSS: Literacy 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS: Literacy 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) CCSS Reading 1 1. Cite strong and thorough textual evidence to analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS Research to Build and Present Knowledge 7. 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.

Context of the Lesson Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?

This lesson is a part of a unit plan for teaching Shakespeare’s Romeo and Juliet. This will follow the previous day’s work on discuss and analyzing the balcony scene from Act 2.2 in Romeo and Juliet. Today, students will be broken into their previously assigned groups. I will assign each group a scenario: a time period and place. The groups first task is to research this scenario. They must be able to answer these questions: 1. 2. 3. 4. 5. 6.

How did people act during this time period? If there were any social norms, what are they? What does the setting look like in this time/place? How did people dress, what did they eat, how did they act? Was there a class system during this time? Were there gender roles during this time? More specifically, what was stereotypical of males and females? 7. What language did people speak? 8. Given the balcony scene in Romeo and Juliet, how did you create this new scene based on your assigned scenario? Are there any similarities or differences between your scene and

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Shakespeare’s scene? After answering these questions through research using credible sources, students will create a skit based on the balcony scene. They must use the balcony scene as a reference to create dialogue and a scene based on the scenario they have researched. The following class period will be used to continue research, and continue to create their dialogue and skit. After two full class periods of group research and work, students will be asked to present their skits to the class. The groups must also turn in a typed document answering the questions above. They must provide a typed copy of their dialogue. They also must individually submit a reflection on their contribution to their group, and they must state if everyone in their group contributed equally.

Opportunitie Plans to differentiate instruction: To differentiate instruction, I have created this project to include many s to Learn Definition: Materials, Learners and Environments

different assessments. One aspect is researching the assigned time period/place with credible sources. Another aspect is typing a document to address the research questions. One aspect of the project is creating the adapted balcony scene and also creating dialogue to fit the scene. Another aspect is the presentation of the scene. Each of these aspects caters to different learning styles as students usually respond more to one type of assessment over another. The group work caters to the interpersonal learning style. The research caters to visual learners, and also allows students to further explore our world’s history. The presentation of the scene caters to the kinesthetic learning style. The adaption of the balcony scene also caters to the artistic learning style as it requires students to be creative.

Accommodations and modifications: I grouped students based on personality type for this project. I placed more outgoing students in groups with those who are more timid in order to supplement the presentation aspect of the project. I also separated students who typically distract one another and get each other off task. I hope that this will allow groups to focus more on the task at hand. No formal accommodations must be for students with IEP’s. Environment factors: This is a 9th grade honors ELA class with 28 students. The class is made up of 18 female students and 10 male students. One student has a 504 plan, and no students have IEP’s. Students sit in five rows with Page 2 of 6

desks facing the front of the room. For this project students are allowed to move desks into groups so they can work with each other. Materials: Copies of Romeo and Juliet Notebook paper Pens/pencils IPhones for researching Computer for typing document and dialogue Direction Sheet for Project Rubric for Presentation: http://ourenglishclass.net/wpcontent/s/sites/6/2008/03/rubric_shakespeare.pdf Rubric for Research Document and Works Cited: https://www.rcampus.com/rubricshowc.cfm? code=A4BW53&sp=yes&

Objectives

Instructional Procedures

The student will receive at least a 70% on the completed formative, formal assessment on their adapted balcony scene project. The student will submit an exit slip identifying two credible sources that their group used for research today along with two facts that they found using their credible sources. Opening: “Hello everyone! Today we are going to begin a project based on the balcony scene in Romeo and Juliet. Yesterday we watched the Frank Zeffirelli version of Act 2.2, and we also spent two class periods reading and discussing the scene. Please get into the groups that we worked in during the Queen Mab activity.” Engagement: “Today we are going to begin working on a project that has to do with the balcony scene in Romeo and Juliet. I am going to provide each group with a scenario that is from a specific place and time period in our worlds history. I am going to out the direction sheet for this project, please look it over while I review what it says. Your job is to research your assigned scenario, and answer the questions listed on the direction sheet on a typed document. You must also create a scene with dialogue which must be typed, present your scene, and also hand in an individual reflection that is also typed. I will give you two full

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class periods to work on this. Friday, we will be presenting our scene. Before we begin research, I am going to review with you what a credible source is considered.”

Assessment

Reflections This section to be completed only if lesson plan is implemented. Cite RIPTS and national teacher candidate standards here

Closure: “Alright awesome job today everyone. We will continue this group work tomorrow in class. , presentations will be on Friday so if you feel as if your group is behind it may be in your best interest to work on some of the project for homework. Please submit your exit slip as you leave the class. , I need one credible source that you used for research today and one fact from those credible sources. If you have any questions or concerns please let me know. Have a great day!” The assessment for this lesson will be a formal, formative assessment. The assessment will be the typed word document, dialogue, presentation, and reflection. Students will earn at least a 70% as an individual grade on the entire project as a whole to meet the standard. Informal assessment for the day: students must submit an exit slip with one credible source that they have used for research today along with one fact that they found using the credible sources. Lesson Implementation: I think that overall this lesson went pretty well. I allowed students to choose the scenarios that they wanted for their balcony scene project. I did this to allow them a chance to have their voices heard so they are able to research a time period that they are at least slightly interested in. This ended up being a little chaotic. Many groups wanted the same scenario, and I did not like having to choose groups on the spot. However, if students were unhappy with the scenario they ended up with, I allowed them to research another scenario and run it by me for permission. I think that I definitely could have incorporated a little more direct instruction into this lesson. As my direct instruction, I reviewed what a credible source was. I also reviewed the difference between a primary source and a secondary source. The point of this was to clarify what type of sources students should be using for their research. As an exit ticket and informal assessment, I had each student turn in a piece of paper with one credible source they used during their research for this class period. After looking over the exit slips, all students used at least one credible source during this lesson which was great. I also decided to extend the project time frame. Instead of having groups perform on Friday (2/16/2018), I decided to allow students to utilize February break. Performances will now take place on the Monday (2/26/2018), following break. For the next lesson, I need to incorporate a large group discussion that focuses on questioning, and I also need to incorporate more direct instruction within a lesson similar to this. The RIPT standards that I conveyed

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throughout this lesson were, 1.1, 1.2, 2.2, 3.1, 3.3, 4.2, 5.5, 6.1, 6.2, 6.3, 6.4, 6.5. Romeo and Juliet Balcony Scene Project Directions CCSS: Reading 3 CCSS: Reading 7 CCSS: Writing 3. b. d. CCSS: Writing 4 CCSS: Research to Build and Present Knowledge 7

After reading and watching the balcony scene from William Shakespeare’s Romeo and Juliet, students will work in groups to produce a scene based off of the one seen in Shakespeare’s play. Each group will be assigned scenarios from a specific place and time period. Groups must research their scenario, answer the questions below given their specific scenario, create a dialogue and skit for their scenario, and perform their skit for the class. Part 1: Groups must answer these questions on a typed document. 1. How did people act during this time period? 2. If there were any social norms, what are they? 3. What does the setting look like in this time/place? 4. How did people dress, what did they eat, how did they act? 5. Was there a class system during this time? 6. Were there gender roles during this time? More specifically, what was stereotypical of males and females? 7. What language did people speak? 8. Given the balcony scene in Romeo and Juliet, how did you create this new scene based on your assigned scenario? Are there any similarities or differences between your scene and Shakespeare’s scene? Must Turn In: All questions above must be answered on a typed document with 12 point Times New Roman font, and must be double spaced. A works cited page must also be included on the back of the document that you hand in. Minimum of three credible sources must be used for research. One document will be handed in per group, and all names must be on the document. Part 2: Create a dialogue based on your research and Shakespeare’s balcony scene. Dialogue must be at least 24 lines of dialogue between the characters in your scene. Decide on characters and assign them new identities based on your scenario. Must Turn In: Typed document containing your dialogue (script). 12 point Times New Roman Font. On the top of the page please indicate who in your group is playing which character. Part 3: Performance time! Your group will perform your scene for the class. If you bring in props you will receive extra credit, and if you memorize your lines you will also receive extra credit. Please make sure you rehearse your scene. If it is clear that your scene has not been rehearsed then your group will lose points. Must Turn In: After your performance in class, please turn in a typed document reflecting on your group work. Please answer the questions below in a typed document: 1. What did I contribute to the group? 2. Did my group work well together? 3. Did everyone in my group contribute equally? Explain. Students will be graded individually based on their contributions to the group. All students must be included in the performance in some way. Roles may be assigned accordingly. For example, if there are more students in a group than actors in the scene, a student may assume the role of

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director or stage hand. In this case, they are responsible for making sure the scene goes accordingly, rehearsals, stage directions etc. They may also be responsible for researching their scenario, or helping the group create dialogue for the scene. No student should be completing a task alone unless it is agreed upon by all of the group. Time Periods: New York City, 1920’s Paris, , 1940’s Pompeii, Italy 27 BC - 395 AD Plymouth, MA 1620 Persian Achaemenid Empire 550 BC – 330 BC Ancient Greece, 13 BC – 600 AD Alabama, 1960’s Vietnam, 1955 – 1975 Caribbean 1650 – 1730 Golden Age of Piracy South Africa 1977 th

*Some of these scenarios have clear feuding sides, but some do not. You may create your own feuding sides through the class systems of that era.

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