Lesson+Plan

= Title: Romeo and Juliet Lesson Plan = = Subject: English = = Teacher: Morgan Baginski = = Grade Level: 9 =



= Overview: =

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· For this week's lesson we will be finishing learning about Shakespeare's famous love story of Romeo and Juliet. Using different technologies and learning strategies, we will focus on the learning about the last scene of the play and review previous scenes, background information, symbolism, motifs and about Shakespeare to prepare for the unit test at the end of the week. Activities will include using PowerPoint, Publisher, Media Player, video cameras and class clickers as well as the good, old fashioned, textbook. At the end of the week students' knowledge will be tested with a unit test on the play and Shakespeare along with a long response question. The lesson is successful because it will engage multiple types of learners though out the week and give them interactive activities versus only solitary paper work actives. ===== = Objectives: =

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· Given a video camera, students should be able to translate and portray the meaning and significance of their group's assigned scene from the play. The groups will film their modern-day take on the act and present it to the rest of the class to better understand main points of the play. =====

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· Given a personal clicker, the students will be able to take a practices test with a team and work together to answer each question. Teams should be able to answer about 80% of the questions correctly =====

· This lesson is targeting the Knowledge, Application, Comprehension, and Synthesis levels of Blooms taxonomy.
= Materials Needed: =

12. DVD Player- To view the film, "Shakespeare's Romeo and Juliet" (1996)
= Week's Activities and Procedures: = Please see the "Activities" page for full instructions of each day
 * 1) Monday: The goal for the day is to finish reading Romeo and Juliet, discuss the final scenes. The class will read aloud or follow along with readers and discuss what they had read. Afterward I will pass out a worksheet to fill in and use as a study guide as I do a review lecture for the test. To end the class we will finish the remainder of the film "Shakespeare's Romeo and Juliet." Remember not to hide any secrets, underlying jokes, or overlook little details in the play from students. They are a mature enough audience to handle these details, if presented to them tastefully and professionally, and may take more interest to the play. This day will appeal to visual, linguistic, logical, and rhythmic learners.
 * 2) Tuesday: This day will be spent in the media center with the goal to broaden students' knowledge though application of what they already know and striving to better understand what they know though research in the computer lab. Microsoft Publisher will be used to create the front page of a newspaper as if it were Romeo and Juliet's time. This day will appeal to logical, visual, and linguistic learners.

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 3. Wednesday: To reward students for working hard and having to sit still the previous week (reading the play and watching the film) and past two days, I created an assignment for them to really have fun and get creative with. Students will be given a video camera and CD player with speakers and asked to reenact a scene from the play using modern day language. This assignment will help students who are visual, kinesthetic, linguistic, and rhythmic learners. =====

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 4. Thursday: This day will be a unit review using the class set of iClickers to play a "'Jeopardy'-like" quiz game. Teams will group by rows and to motivate students to try the winning team will receive an extra two points on either their test or long response question. This day will appeal to logical, linguistic, and visual learners. =====

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 5. Friday: Today is testing day. With the past week having been all review exercises, with the exception of Monday, students should be able to complete the test and answer the long response question within the block. The questions on the exam will test the students' knowledge, comprehension, and application of the play and Shakespeare. Students will be rewarded with free time after the test as long as it doesn't interfere with or distract students still testing. =====

· F (29 and Below): 29 or less of the questions are answered correctly
= Standards: =
 * LA.910.2.1.4: The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance
 * LA.910.2.1.5: The student will analyze and develop an interpretation of a literary work by describing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery)
 * LA.910.2.1.7: The student will analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts
 * LA.910.2.1.8: The student will explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written
 * LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining)
 * LA.910.2.1.3: The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position);

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